NESTORY OF THE USE OF RADIO IN THE
FUNT PUBLIC SCHOOLS, 1925-1953

Thai: for the Dayton of M. A.
MICHIGAN STATE COLLEGE:
Dorothy E. Frank.

1953 ’

Thesis

 

This is to certify that the

thesis entitled

A History
of the Use of Radio thxin the Public Schools
of Flint

presented by

Dorothy E. Franke

has been accepted towards fulfillment
of the requirements for

Big star's degree in Spam—

 

 

 

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by

A. T.“ 7“ I‘ll" fa ‘T ’ "
DUI-lb Til; L . i‘ {tr-ti" 1 .E:

A THESIS

Submitted to the School of Graduate etudies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

MASTER SF PETS

Department of Speech, Dranatics, and Radio Education

1953

 

"thesis

 

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Th writer wishes to express her gratitude to
Dr. Robert E. Crawford, who directed the writing of
this thesis; and to Dr. Gordon Thomas and Er. J. D.

Davis who served on the committee.

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Tne writer also wishes to exnress her deepest

an reciation to the Flint Board of E ucation and to

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Kiss =la B. Killer and her radio education staff who

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made available information for this history; and to
the many Flint teachers who generously gave their
time for visits and interviews. without their
assistance and cooperation this history would have

been impossible.

 

 

 

Dedicated to vmp -- because of whom and
for whom twis was written and from when

the necessary inspiratic was acquired.

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LIST OF PHOTOGRAPHS

LISTENING GROUP opposite page 30

TIPTOP THINS PRODUCTION us

MISS OLA B. HILLER IN THE CONTROL ROOM 5h

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IZCCROIXJCTICH?

Teachers, superintendents, school administratons and

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otner ivic-minded individuals and organizations, who are

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concerned about the education of youth today, have expressed
an interest in knowing more about radio and how it can be used
as a tool to aid effective teaching. As the use of radio in
the public schools has become more widespread, increasing
numbers of these persons are looking for some kind of pattern
of educational broadcasting. A prOjram of in-school broad-
casting, which has been established and has been proved
successful, can be cotsidered by them in rela ion to their

wn needs, facilities, and objectives.

The purpose of this history is to compile the available
data and information relative to the use of radio in th Flint
Public Schools. It is intended that this study should trace
the develOpment of the various kinds of radio broadcasting
activities in which Flint schools have participated. Thus,
from the available information, such as personal interviews,

ting school files and correspondence, classroom visits and

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ex
observations, the writer proposes to follow the growth of

activities from the first-mentioned program in 1926 through
the current year of 1953. This development will include the

factors contributing to the change from the use of radio b1

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the schools, only as a public relations medium, to the use of
radio in the schools as a teaching tool.
The study has *een limited to a statement of events

concerned with broadcasting activities from an administrative

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evel. Since it would appear that the radio classes and so
workshops, also de elopin3 throu 3h these years of 1925 to 1953
were off-shoots of the main administrative program, they are
mentioned in relation to the general growth but are not

included in detail. Likewise, the variO‘s ra wwifi ation of

finance will not be diSCJssed in detail eyceot to state nere

'hat the Mott Foundation 1 purchased lO, OOO of equip m.ent for
tie new sonocl-o nei station 73? and previously did aid in

year thB-lQhO. he Radio Education Defiartment has been
financed by tne Flint Board of hducat on with the local
commercial stations donating time for school broaCcasts.

Flint, hichigan -- located in the eastern side of the
state under the."thumb" -- was chosen because it is a medium-
sized community, has school studio facilities, and is operating

the capable and

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an extensive program under the superv S’

nationally known hiss Ola 3. Killer.

To present an over—all picture of the use of radio in

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013, it was necessary for the writer to visit that

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school system in order to find out the following: when radio

 

l The Lott Foundation Program is a program in
community improvement in Flint. See Apperiix A.

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was first used and for what purpose; the development of the
use of radio in Flint schools; changes in p:
and personnel as the use increased; recent developments and
growth; and plans for the future.

In adiition, comments have been gathered relative to

the teachers' philosophy of educatio and their Opinions of
the value of using radio in the classrooms, several possibilities

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of radio for the future, and certa
be considered and removed before all Flint scaools can dse

radio more extensively and effeotively tnan at present.

“e ascertained by the writer, the

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As far as could

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growth and develooment of the use of radio in the Flint Public

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Seaools has not been recorded in one volume. sitn the

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beginning of a new era of educational iroadcastiug from the
school-owned station, EFBE, it seemed logical that a record
<3f frevious development b made .t this time.

It is hoped that, through the conpilation of data
(noneernin: the vital and progressing use of radio in Flint
scfaools, further interest will be stimulated in the various
:xassibilities of the use of raCio in the classroom by other
seinool systems. ferhaps this information can be tae impetus
.fOI‘ other school systems of similar size to take co raée and
actxion. It would seem that they would be able to begin with a
EIWBQter utilization of existing radio equipment and current
FIKerens. By planning further activities and facilities, they
C811 grow and develop to meet the increasing demands of

edxuaation and the needs of the students.

In order to present the events in this history in a

lo ical manner, the study has been divided irta chapters

)1

ng with certain areas. First are presented the early

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«eal

5

years of growth, both those with little administrative
direction and those later havin3 more. Then the later
years of development after Kiss Filler became Oirector of
Radio Education for Flint Public Schools are discussed.

A description of programs, utilization of them, and a
discussion of station TREE are included in the current year
of 1952-1953. C mhents by the teachers on a philosophy of
te ehing and their opinions on the use of radio in the
classroom as well as evaluations of oregrams made by the
radio education staff are then presented. A summary,
conclusions, and suggestions for further studies complete

5 O

the m terial compiled in this study.

CHAPTsR II
BACKGRflUN‘

"Broadcasting, like press and motion pictures, is
essentially only a technological tool, which is intrinsically
neither good nor evil."1 This idea was recognized early in
the sessions held during June and July, 19h9, at Allerton
House, the Conference Center of the University of Illinois.
The twenty-two educational broadcasters, who met as a seminar,
also agreed that communication, like transportation, is a
general concept which achieves meaning only in terms of
specific uses.

Although educational broadcasting has better facilities
today than ev<r before, the Allerton Conference concluded
‘that its full potentialities are by to means being realized.
Efiartunately, however, there is an indication of growing
iriterest and faith on the part of educators in these media,
sc> that many institutions are now thinking more seri usly than
evwsr before about broadcasting's educational potential.2

Educational broadcasting, according to Dr. William B.
iLexnenson,3may be considered either broadcasting as part of a

.fOIunal curriculum into the actual classroom or a wide variety

——-—-~__.___. __
1 A 1erton Conference, unnutlished repart, Unitirhity

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Of'lillinois, July lghg, 9. 1.

 

2_.§i;., p. 2.

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3 Levenson and Stasheff, Teaching_ihrgush Radio and

Elgvision, New York: Rinehart and’cafi‘fiany‘,‘ IEETITCTSB, p.147,

- -,- ——.-‘

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of more informal presentations, such as news, music, etc.
In-school broadcasting schedules are composed of programs
prepared by a city school system and broadcast either over
their own school radio station or the co mercial facilities
in the city. Tnese pro grams are of definite classroox value

re listened to within the school rooms. School systems,

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and
such as Cleveland, Chicago, and Detroit, prepare sucho pro;rans
as aids to curriculum and broadcast over their own school-

‘ Pontiac, Philadelphia, and

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AS a result of the F.3.C.L¥ rulin2 on January 26, 1937,

providing the Opportunity for add itioral ultra-hiyh frequen-

"f
cies, Fm/ radio stations have expanded and the number and
If
‘variety of more informal presentations has increased.0 nary

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of“ these W241 stations are devoted to local service and, so,
Ikeature local events of their community, the churches, sports
exnents, and the schools. Many of these stations make stand-
irng offers of air time available for school programs.
Numerically, educational broadcasting stations

reqxresent only slightly more than three percent of the total

ntunber of stations. The significance of these stations,

I

h Federal Communications Commission is the Government

aiency concerned with cor trol and re ulation ns of the
bro Dedicasting industry.

5 Frequency Modulation is characterized by ehigh
f1~<1€:I}..itv and freedom from static and interfere enc .

6 Levenson and Stasheff, op. c1t., p. 52.

however, in respect to wattage and many otAer ways, is far

greater than the numbers would indicate. The Allerton
Conference brought out that thirteen of these educational AM7
stations broadcast on regional channels with ECCO watts power.
Many of the FM stations radiate effective power of more than
15,000 watts. In terms of population areas served, many of
these educational stations are located in or - «r such centers
as New York, Chicago, Detroit, Cleveland, Lansing, Columbus,
Iiinneapolis, Baton Rouge, Portland, and Los Anjeles.3

In centers such as these, the :‘blic schools were not
slow in experimentation when radio broadcasting first began.9
'Ihe development of educational broadcasting, by city school
systems, began primarily as a public relations tool. Schools
Icould present various school officials who spoke about what
tide schools were doing within the community. Some systems
gucesented the students in musical or dramatic pregrams, thus
sfuawing their talents. This use of radio, as a public
Icelxations medium, is generally accepted by larger systems.
4Maxiy'schcols make some use of radio to interpret their school
jprTDgrams to the public. A great number present continuous

Often these are delegated to

PPOgrams thropghout the year.

tile various departments of the system to produce, each one

 

 

7 Amplitude Modulation is that which is broadcast on
lflle standard broadcasting band.

8 Allerton Conference, pp. cit., p. 21,

. 9 Schools were among the pioneers in broadcasting
In 1920 anilQZl.

presenting the work accomplished in its area. Frequently

‘
V

there may as establishe a Radio Workshop group to do the
broadcasting. This group might consist of any combination
of interested students and faculty. It may exist either as

erest

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a part of the formal school curriculum, as an outside int
group, or an as extra-curricular club. The workshop may have

1

facilities ranging from a 'pretend mike", for rehearsals of

programs given in commercial studios, to a fully equipped
- . ~/ 1 . 10
scnool-owned studio anu or Station.-

Lsiie from the public relations aspect, the develop-
ment of a plan for programs designed for in-school listening
has been steady but slow. After the first rush the formative
years of educational broadcasting in America took place

during depression years. At that time the total of education-

al stations fell to an all-time low of 3h stations. Since

CD

then nd, especially, in the last several years a renewal of

interest and growth has increased the total now to more than

T.)

100 units/’ Many new applications for a], AM, and TV facili-
ties are pending before FCC from many other educational
institutions. Three agencies have noted and aided this
growth and develOpment -- the National Association of
Educational Broadcasters, the American Association for

Education by Radio, and the U.5. Office of Education.12

 

lO Levenson and Stasheff, op. cit., o. 30o.

 

ll Allerton Conference, op. cit., p. 22,

12 Loc. cit.

Because of the efforts of both educators and broadcasters
through the years, evidences of real accomplishment have
become apparent.

each day education, as a part of life, becomes more
complicated. Sooner or later all the products of the new
technologies -+ such as, aviation, etc dc power -- will
affect the curriculum of our schools. Some of these
developments are introduced to the curriculum in terms of
content, but some, such as films and broadcasting, have
already influenced methods.

Just as industry has learned that it must use modern
tools to achieve efficient production, so education has
learned that it must provide the teacher with the latest
devices in order to prepare the students to live productive-
ly, within society, and happily, within themselves.
Educators are constantly exploring any and all new tools to
be used in teaching, in order to meet better the needs of
youth for more education and specialized training. Radio
and television are among the best tools available. "Neither
one is a panacea, but there is ample evidence that, when

used judiciously, each can be a dynamic force in teach'ng." l3

 

13 Levenson and stasheff, oo. cit., p. 3,

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As a background for this study, the writer examined
the available literature and publications concerned with the

field of educational radio. Also ex amined re the following

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theses concerned with educ ation-l radio in the State of

Iichigan: "Survey of Radio in Michigan Public Schools,"
Ruth Hadal, lQhS, unpublished Master's Thesis for Richijan
State College; and a ”History of Radio Education at Rich gan
State College," Rot ert L-Hwns, 10 M7, unpublished Iaster's
Thesis also for fiichiaan State College.

Various authorities on a local, state, and national
level, in both radio education departments of school systems
and educational radio departments of conmercial stations,
were consulted by the writer in order to gain a more
coraprer ensive background for the study. Among those
consulted were: Miss Marguerite Flemming, Director of Radio
in St. Louis Public Schools; Dr. Uilliam 3. Levenson,

Assistant Superintendent of Cleveland Public Schools; Jr.

George Jennings, Director of Y332 for C-ioafo Public Schools;
Mrs. Kathleen Lardie, hrector of H.3TR for uetroit Public

(V

'chools; Mrs. Doris o. Corwith, fiuoervisor of lalks and
Religious Broadcasts for N.E.C. in New York; hiss Ruth
Traxler, Supervisor of :ducational and Religious Programs

for A.Y.C. in New York; Miss Judith Waller, Director of

11

Public Affairs and her assistant, hiss Eetty Ross, both of
N.B.C. in Chicago.

After this preliminary study the writer felt prepared
to proceed from an original plan. The outline included the
gathering of information in the following general areas:
th: develOpnent of programs and the purposes for them; the
individuals involved in this development; persons concerned
with the preparation of in-school programs and broadcasting
them; eouipment available for both listening and broadcasting
from the schools and local commercial stations; and the
effect of the prOgrams and the evaluation of them by
teachers, students, and parents. It was found necessary to
revise the plan as the study progressed. Also planned for
inclusion were these areas: philosophy of the use of radio in
the school; viewpoints of different teachers about radio in
the school; philosophy of eaching in the curriculum program.
Concerning the current conditions of radio, this data seemed
important: skill in broadcasting educational content; skill

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in classroom 138 of broadcast

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facilities; suitable receiving eouipment; and a means of
evaluating the broadcasts by various groups. In addition,
it seemed possible that the areas of public appreciation,
professional growth of teachers, techniques of teaching and
broadcasting, and publicity might also be considered.

In order to gather available information concernin

m

the development and use of radio within Flint Public dchools,

P1

3 visit was made by the writer to Flint. lsis visit included

12

'nterviews with persons directly concerr ed with the be inning
of the use of radio in the schools, including Mr. Lowell S.
Grant, Principal of Uhittier Junior Lli' h School; Lrs. Helen
hardy Hro In and hr. Fred Harrington, rmerly teacr1ers of radio
in high schools and now on the radio education staff; Lrs.
Nelda Topolka, tea ner of speech at Tecnnic l Iiah School;

Hr. Elmer A. inopf, Station haneger of JZDu; Lrs. Donna
herrill Vorce, formerly Program Coordinator; Miss Lmily

Kickhafer, Curriculum Consultant; hiss ViV1en Ingram,

Director of Tests, Measurements and Guidance; Miss Cornelia

Hulder, Health and Safety Coordinator; and hiss Cla B.
Hiller, present Director of Radio Educ Hio Department.

Files and correspondence, relative to the early plans,
growth, and recent develor ament, were ma.de available to the
writer. Visits were made to classrooms during reception of
the educational broadcasts. The writer also visited over 20

schools and interviewed more than ho tea hers stout their own

philosophy of teaching and opinions epiniene on the 1se of

$

1") 1

rs io in the clas ssroom. ooserved were the rehearsals, staff
work, and broadcast activities from the new stu dies of EFRL,
expected to be on the air the fall of 1953. T1886 activi ties

in Flint were carefully planned and supervised by hiss Cla ;.

Hill r, Director of Sadie Educ: ion for flint ruhlic schools.

(\

In gathering material, the writer found it necessary
to adapt tile historical a: proach of the study to the available
information. Uncertainty of memories and reports compelled

this ohanie in scope and resulted in th previously mentioned

limitations of the study.

HAPTER IV
EARLY YEARS

Early in 1925 the Flint Central High School con-
structed a broadcast transmitter to operate on 600 meters.
On March 20, 1925, this transmitter was licensed to
operate on 218.8 meters, with 250 watts power, for
"unlimited" time. he call letters assigned were WTHS.

The:attempt to reduce theivave-length to that
required under the station license failed. This was
evidence that to complete the station so that it would
conform to federalx~e3ulations would involve considerable
expense. The Board of Education was unwilling to make
such funds available.

Consequently, when the license expired on June 19,
1925, no application for renewal was made and the station

was deleted on October 1, 1925.1

1926 - 1935 -- YEARS OF LITTLE ADMINIJTUATIVE DIRECTIGN

 

Radio as a teaching tool in the classrooms of Flint
is only five years old, but broadcasts by Flint schools
beaan a quarter of a century ago with occasional progfims
presented by musical groups over the facilities of

Station WFDF.

The station records indicate that in March of 1926

 

1 Frost, S. E., Education's Own Stations, Chica.
University of Chicago Press, 1937, p. 9h.

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11;

different groups of high school musicians broadcast programs
at various times throughout the year.

This kind of musical program continuei into the next
year. Then, on May 1, 1927, all of the music groups at
Central High School coordinated to present a full exening's
program of music. Part of this program was carried by
Station UFDF. This was the first time that all of Central's
music groups (symphony orchestra, boy's and airl's glee
clubs, choruses, and band) had correlated their activities
into one program.

Then in November of 1927, during National Education
Week, the schools presented a public relations program on
Honday, Wednesday, and Friday to interpret to the community
their activities. This week's observation tecame a yearly
event. During Christmas weik of that same year the Junior
High music aroups did a special seasonal program.

The araduatina class of Central High School in
June of 1928 numbered 525 boys and girls. Since this was too
many to allow for all parents and relatives interested in
attending, Station HFDF broadcast the ceremony so hat all
could hear it.

On February 6, 1930, the Superintendent, C. V.
Courtier, gave the opening adiress on a program series,
"School Hours", waich was to promote school spirit, hive
insight into the activities of the students in their classes,
athletics, and dramatics. This series was presented by

Eroups from Central and Northern High Schools and the

“lint Junior College.
In 1933 various programs were presented by the

1“!

public schools and iWifi in the pullic interest. The Central
High School Band broa cast a weekly half-hour evening program.

This soon included outstanding musical talent from Northern

ilflh School, as well, and was a show-case for work bei-3
done in the schools and an outlet for talented musicians.

The Tharksaivinj football fame between Central and Northern
/
was given in resume by the station. Parts of the Music
Supervis ors' Sprina Conference, held in Grand Rapids, were
re-broadcast. On May 3, a special Anniversary Program for
the Junior College was broadcast at 8:30 P.M. That June
both Central and if orthern's sradaation exercises were broad-
cast by WFDF. A mqe kly radio story period for elementary
schools was conducted in cooperation with the Public Library,

- .. 9
out for only part of the year.—

In re ki in: for Stat ion UFLF relative to these
early years, hr. Elmer A. Knopf, Station hunt 3er, . aid,

"Realizing the power of this medium, we have tried to use
it for the sood.of the community. No better field exists
than the schools who are preparinw students for tom Mrroa
It is a real pleasure to cooperate with the schools to
increase the value of Lducational Radio through their

own efforts. Ve are {WP ten ;_1 to tiem for providing
better educational radio programs for us to broadcast."

In 193h a weekly program on safe education was

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broadcast throurh the cooperation of the schools and the
Police Department. FJF worked with the Imlsic supervisor
2 Atkinson Carroll, :Dublic School »rcadca3'inr to
1 ’ *~ H'T“.7“““'"‘F*‘“"“"‘
ne.§la_§room, Boston: neador Pu bliS1i n; 00., 1942, o. CO.

1

that same year in order to present a weekly musical pro ram
for the rural schools. This procran was conducted as a class,
with the students keeping notes on the broadcasts. It was
reported that over 100 rural schools in the county partici-
pated in the two month course, and many of the city school
children were reported to have been resular listeners as
well.3 In order to explain the work of the schools to the
public there were, that year, three public relations proarams
presented over Station JFDF.

In 1935 various teachers, using some students,
presented the ”Flint Public Schools workshop" approximately
once a month. These programs included groups from elementary

through Junior College and were mainly musical presentations.

*3

1936 - 19%? -- YVnRS C1 INCHLASED ADKINISTRATIEE DIRECT1;U
m“- ‘--

In 1936-1937 tie first administratively directed

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educational radio troaicasting group went on the air
object was to acquaint the public with thezictivities of the
schools and give school pupils a chance to learn about radio
broadcasting by first-hand experience of participating.
These first pregrams in the schools were directed by Mr.

Lowell E. Grant, Principal of fihittier Junior High School.
They carried the title, "School Workshop of the Air”, and
were broadcast intermittently throughout that first year

over Station WFJF. The first programs were from the high

school and consisted mostly of adapted radio plays and

 

3 Atkinson, pp. cit., p. 80.

L

 

.}u i ['11 Lil! A A.

17

music by the high school bands, orchestras, and chorus. Then
it was decided to bring the work of all the schools from
aindergarten t7.irc:jh Junior College, including lulDlSt at ion,
teachers' clubs, and P.T.A. 's into the wor} :shop. Every
program broadcast was based on the work of some department,
was prepared, written, and produced by that same department
and continued under the supervision of hr. Grant.

About this time, the 3;) cecn Depart .nents of Central
and Northern High Schools, under the leado°ship of Mrs. Helen
dardv grown and Mrs. Nelda Topolka respectively, bezan to
include radio instruction in the cirriculum. Mrs. Brown
began instruction in how to present dramatic programs so that
her students :night pres nt better proiuc tions in the workshop
series. She soon developed a unit of work on tie various
phases of radio speaking. hrs. Topolxa began giving some
instruction on the use of the microphone in order to create
better relations between the schools and the station. her
stuients were speal:inq for various con aminity groups on
national democratic princip M1 3 in connection with the Voice

e students also

0)

of Democracy contests. Because many of the
appeared on the air, hrs. Topolka began radio instruction
in order to train these high school students. Later, when
Mrs. Topolka left the teaching ranks, Fred Harrington contin-
ued the work at Northern Hifih School.

In 19h1 the first attempt was made to coordinate
radio activities, speci ically the "School Workshop Programs”.

An organization meeting, called by Mr. Grant, was attended

18

1

by Phillip Vercoe, Principal of Central; Otto Norwalk,

”-T
H

Principal of orthern; rred Harrin ton, Speech t acher at
northern; hrs. Helen Herdv Brown, Speech teacher at Contra ;
and hawrence D. Lundberg, Assistant Superintendent of Schools.
At this meetins, standing committees on music, “adio research
and guidance, policy, ,ublicity, and program were formed.

31

ihese committees were appointed to determine and to carry out
policies for radio activities in the schools. The general
committee stated that the aim of the nlint Public Schools'
radio program was to ”promote a better understanding of the
work of the Flint Public Schools on the part of the citizens
of Flint.“ u The policies developed by this committee were
put into effect and operated until lghfi when a committee of
the whole was formed to serve the schools in an advisory
capacity.

It was not until the organization meeting in lghl
that files and correspondence were kept concerninm the

5

activities of Flint schools in radio broadcasting. Up to
that time, Er. Grant had been the person responsible and had
given any needed help to the various departmental persons
handling each program. After this meeting, however, the
activities and plans became more of a group effort and of

concern to the coamittee of the whole. According to hr.

Grant, more effort was expended to publicize the programs

 

u Files and Correspondence of Flint Public Schools,
Report of the Committee on Policies for Radio Programs to be
given by Flint schools over WFDF. l2-lS-hl, p. 1.

See A ppendix A .

F]
\0

within the schools so that pa rents and students alike would
listen. He also Lpi'“atei that ther was a more inteqrated
program durins the year. much of the followinn information
on the development of the broadcasting activities of Flint
schools was taken from reports and correspondence made avail-

ews with

H-

able to the writer, in addition to the many interv
persons directly concerned during these years of growth.
During the year 19h3-hh, the "Workship of the Air"
presented over Station aWF F on Thursdays at 2: P.M. a
series of public relations programs. The followina is a

sample of the planned schedule.

l2-2-h3 Music "Flint Schools Music"
Jaltér Bloch Central Hi?h School

12-9-h3 Social Studies "Flint Tech in the Service"
hiss Jean Caldwell Tlint Technical Rich School

l2-lS—h3 L; t Foundation ”The 3chool ..'ork Pro ram"

Frank manley

1-6-uu hathematics Dept. ”Insurance, What is it?"
hrs. Alice Schultz Lonfifellow School

and Miss Ruth Horine

l-l3-hh Science Department Science Curio Facts
Yrs. Julia Burd and Jhittier Junior Hirh School
lPS. Vera Coffeen

l-ZO-hh Music "Flint Schools Iusic"
Salter Bloch Central High Sc 1001

These fifteen minute weekly workshop broaicasts were
continued over hFDF until lQhé. Then the program was extend-
ed to a half-hour at the request of the sta ticn. This thirty-
ninute pro ram rer ainc 1 until January 1(h9 when the fifteen-

1.inute prosram returned. The School Jorkshcp laid the

foundation for "education by radio" in the Flint Schools.5
The second semester proarans of lQh6-19h7 were

continued as half-hour weekly productions to inform the

citizens of Flint about the work of the schools. They were

broadcast over WFDF from 9:30 - 10:00 P.I. each Tuesday

H

9

even no. The "Radio Workshop Pro rams included broadcasts

n.

pr nted by Administration, Hott Foundation,

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pres
Teachers' Club, P.T.A., different departments and various
schools.6

As part of the public relations pregram of these
broadcasts, mimeoaraphed copies of the schedule were sent
to each teacher and posted on bulletin boards so that all
miqht listen to the schools' programs. Parents and friends
were also urwed to write the station, the school, or the
class presenting the broadcast. These letters, containing
comments and suggestions, were not only greatly appreciated
by the students and teachers pre,arina the pregrams but also
save an indication of the progress and acceptance of the
series of public relations broadcasts.

As far as the writer was able to learn from the
available records, there had not been to this date any

series of programs planned for, or broadcast to, the class-

rooms. The use of radio was still that of a public relations

 

5 Files and Correspondence of Flint fublic Schools,
Annual Report, lghB-lghg, Radio Department of Flint scmools,

 

6 Files and Correspondence of Flint Public Schools,

"Radio Jorkshop Programs", 19h6-19h7, Second Semester Program
mimeonraphed schedule.

medium and it had not yet been utilized within classrooms

the supervisors of the various departments who were respon-
sible for their production on the air. hany f these hroaa-
casts were preserted by students from various classc s und_r
the direction of their teachers. Hr. rant s at ed th t, at
this time, the workshop proarams has become an effective
means of interpretina to the community, parerts, and citizens
ke just what the schools were doing to eiucete their
youn? people for the tasks ahead of them.

2y this time not only the program of the schools had
"EDWH and developed, out the nunoer of radio stations in

J . 1 . 7 . w a
fillnt had also trown.’ ln a letter sent by hr. orant,

Director of Radio, on September 25, lQh7, to all the radio
sterions in Flint, he OKJIrlned that a relic Committee had
eon establis1ed to screen pro csals for radio p1crrsus

because of the demand for school programs and ssho: 1 time.
hr. G ant quoted the policy of the committe e and stated the
arraraemcnts under which proposals from any radio station
uld be handled. He ended his letter to the stations,
assurinc them that the schools wou_ld t6 glad to work with

all the stations.8

7 See list in Appendix A.

8 Files and Correspondence of Flint Public Schools,
Letter sent by hr. Grant to all radio stations in Flint,
September 25, 19u7, See impendix A»

I’U
R)

In l9h7-19h8 radio activities were widened by Flint
schools to include more than the workshop programs. The
following programs and JOIuc*ts appeared in the annual report
of Lowell s. Grant, Radio Director, to the Superintendent of
Schools.9
The Radio_ orkshgp_§ro§§§m was broadcast over “be?
from 7:30-10:00 F.h. ea h Tuesday eveninw under the super-
vision of Mr. Grant. This Lr .rnzn was on a sustaining basis

by BEEF and was oi eke d an by direct wire from Central and

.

Northern dish Schools. The program was transc ribezi each
Ionday during the school day. The workshop was an outlet
for all the schools, representing all school activities from
the kindergarten to the Junior Gollege, including the
administration, P.T.A., and teacher groups. This was the
oldest school program, had received wide publicity, and was

nce the respon-

{—10

well received by the citizens of Flint. S

sility for programs was widely distributed, it was of no

.N ‘-

great burden to any one school group. Hr. uranu suggested
that, with the aid of a program director, the broadcast

should be continued another year

‘ '1

LP also aired the school broadcast, Cre sit “Plavs,

each Saturday from 6:15-6:30 P.1. This program was produced

.v

‘vv

by the Central nigh School Radio Workshop, under the direct-

ion of hrs. Helen Hardy Brown. This broadcast was also

9 Files and Correspondence of Flint Public schools,
Annual Report, 19h7-19h8, by Lowell E. Grant, Radio Director,
to the Superintendent of Schools.

transcribed and done entirely by strdents in radio classes.

The Ween:A 3 Commission was broaicast by 5333 on
Tuesdays from 8:00-8:30 3.H. This was under the sponsorship
of the Junior Chamber of Conaerce and Station 3330. The

high school principals had informed hr. Grant .urina the

year that they were not satisfied wi h'the prefram because

(i

of the lack of direction and of proper pr paration. It

('0

seemed that the Junior Chamber Cl Cowmcrce representatives
did not have the necessary time, the station was unable to

get the peoole together, and the principals claimed that the

3

‘

boys and girls found the program director did not keep his

anpointments. The proaram was considered :00d and the basic

Ho

dea an excellent one. Mr. Grant suggested that the respon-
sibility be fiven directly to a teacher to avoid further
confusion.

Although not a direct school project, but included in

the annual report the dl'nt Inter acial Adult Chorus was
J. 9 __ .__._-V__,__,.._,_..._. ___“ _._-___

—* “ ~ - -

r-

broadcast live from SUCK on Suniays at 8:15 A.h. This group
of adult Iegro singers from the Interracial Center was well
received by the station and the participants have indie ted

they enjoyed doing the prosram.

Jusical Journey was broadcast honiays from 7:30 -

——..-— .—~

 

7:LS §.x. over YTAC and was also transcribed. The work was
divided evenly between Technical, Central, and Northern High
Schools, each taking turns. Under the general supervision
of Dr. H. M. Norton the orchestras, bands, and choruses from

each high school were used. The program consisted of

cal music with a narrator explaining somet inn about

each composer.
Also organized that year was an amateur
It was performed in the Whittier Auditorium on Saturday

3‘.

mornings and was sponsored by the hott oundation. It we

I”

nment pregram in which any school child with

{D
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an encert
talent could have a chance. The auditorium was open for
spectators. hr. Grant stated that it proved to be a most
popular program for both students and the public. The shows
were carried by HTAC. Auditions were held in mid-week and
the shows were transcribed two weeks in advance.

This made a total of six weekly programs over local
stations, carried out with no cost to the Board of Aducation.

Facilities for the work included direct lines from
both WFUF and WTAC to Central and Northern High schools. In
addition, NTAC soon ran lines to Technica High School and
Xhittier Junior High. Both Central and Northern had up-to-
date studios for radio broadcasting. Studios at Kortnern
were not completely finished at this time, but the work was

provressing as fast as they could afford it. Central had

its studios completed, with the latest R.C.A. studio console
and turntable. Altho gh Technical did not have any radio
equipment, it had indicated an interest in doing some radio
work, if given the opportuni y.

Returning to 19h3 to comment on the program in the

high schools, the values of education by radio were apparent.

Mrs. Helen Hardy Brown at Central and Fred Harrington at

IX)
.‘ ,1

5-11

farthern Hish Schools were both teaching ”radio speech
classes." Eetween 19h} and lQME, while radio was being
taught as a unit, these classes produced many local programs
over ETDF, such as public service programs for Red Cross,
Co .uiluni ty (
The first correspondence betwetn “r. Unrcoe at Central
and the Superintendent of Jchocls, in regard to emodeling
and equipping room 500 at Central for a raiio studio, is
reco ded in Nevember of lQAS. The studio was finish:d and
ecuipment was installed in the fall of lgho. Lrs. Brown's
classes used portable equipment during this time to produce
continuous programs. From the ime of dedication on
November 12, 19h6, to 19h9, Central's two radio classes
produced from their studio, over direct wire to IFDF, one
show per week of the school year. In lQh9-19h9 these classes
were producing two shows on the air each week and partici-
pating in three other SACHS w ck y.10 The cost of Central's
studio and eowipmcnt was approximately QQCOO, all of which
was raised by the students and teachars.
Worthern High School started radio speech clas es and
the construction of a studio a year later than Central and

did not advance as fast because of a lack of funds. Northern,

ts studio and public

H.

in lQhQ, had svent about $8000 for
address system. They still needed a console and two turn-

tables. During lChB, Northern's radio speech classes were

 

10 Files and Correspondence of Flint rublic Schools,
Annual Report, 19h8-19H9,Flint schools Radio chcrtment.

on the air for two programs, one each week and one every

In January of 19L8,a letter was sent b“ hr. grant

rtménts of several boards of edlcatitn in the

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December of the same year a letter was sent to the same and
aiiitional raiio departments asking for information concern-
ing FM installment -- cost ani necessary eouipmont. Thus,
the idea of raiio in the schools had grown from a public
relations kind of broadcasting to an interest in in-school
programs and even to the thoughtful possibility of having

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In 101:0 two extra poogrle we re as sLjne i to help
gr. Grant produce the seven radio series put on the air
during the year lQMC-lQAQ. Thcse were hiss Donne Kerrill
who actei as Program Coordinator and hiss Lois Young,
scrint writer. Their sale ries were paid equally by the
Toard of Education and the Lott Founlation.

113,139

(7)

fine raiio rogrrns for l0 IB-lQLj were oresert
joint uniertakihg of the wott Founiation and the Board of
Education. There here 179 orograms pres: nted for a total of

0 hours and 15 minutes on the air. The programs were

0‘

 

ll bee Appen£ix A

12 Files and Correspondence of flint rublic Schools,
aistorical Report by Hrs. iielen Hardy Brown.

27

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.orssio - Iaesa lays from 9:50 to lo:00 -.h. .gJF

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Tee series vss produced b? staff menbers aha officers 01 he
Flint f;_? ic Cchools and Ly students from the Central Eioh
school radio class. It higm iohtei tie all-imoortart role

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of the schools in everyday life.

Great Liteim 'rre -— Saturdays from 53kg t3 6300 P-C- VFDF

 

The series was produced by the Central High School radio

class ard was directed by LPS.

from 12 noon to 12 C T.M, fiTflC

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27,000 Flint school children.

 

goventa*es for Chilf Iren -- Thursdays from 1:L5 to 2:00 ?.h.
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lessons to the classrooms. The series of

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st«r1<s IPofi tae nest callaren‘s lltal ”ale was groaucea in

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to teachers whose classes list enea.

 

 

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our school saw_ly -- To be announced Iron l.h5 to 2zoc 1.x.
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Weekly informal talks firescnted by adminis ratio heads
plus musical selections were aimed at lzarroniz in; tie relation-
ship tetween the schools and the peonle who fix the policies

for rrnnina them. It was ano Mtlr:r classroom "listening-in

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discussion of current locel, national, and world affairs

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IL” .nan;l€¢ltn;.3c Lents iILua clint's.Insw:c SunlOP Is,nI sc ools
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his: a facalty nuierator.

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sing :mericsns -- Thirw ”eanesjaj f cm ,:;0 t3 ,,WL , h.

 

prom actual cases taken from recoris on file, the

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the raiio department sent out an evaluation sheet on the
in-scnool broadcast, ”zdventures for r“I'C‘rcn Tiis was to
be filled out by the classroom teachers and was the first
attemnt to evalnste any of the school broadcasts.

Lccording to Donna Lerrill Vorce, the objectives
that year were to set ani to keen standar<is. The Radio

J.

Education staff attempted to do more in-school broaicasting,
to act greater acceptance of school radio within the
community, and to gain better ani more com: lete raiio

equipment, both receiving sets and sublic adiress systems

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-rs. Vorce rememhered that her duties included correlation

of existing programs and the dissemination of information

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in the Flint Public Schools, with e 3031 t writer end
production directors comgleting the new staff. hiss ela E.

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Killer, Jire ector of medic, enjoyed a ne.tionel rfiort.e1cn Ior
developing and producing educational radio protrams. She
ceme fr cm the tontie , aichi school system.

Thus, programs developed fron occasional musical ere—
sentstions to a r--éLler s rics, illustratin: to the community

0 " O

the VP rious kirds of ekzpe11ence rained 1n the nutlic schools.

\ .., _

Two hi 3h schools were ecuipned with studios and lines to com-

morciel stations for broadcasting purposes. Classes were
being held in radio in the high schools. At 1 est one program
had been oroe sdcast for in-sclaiool listenirw and evaluated for
tint ye.r. The Radio Education Department had groxn from one

i al doing broadcasts as pert of his school public rela-

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one to a staff including a coor linetor a.nd script writer.
The prOgre.ms he-d enjoyed success enough to warrant the future

enlarging of the department to a full-time director, scriot

L

writer, secretary, and two teacher-producers. The effective-

I‘IJ
H
H.

ness and importance of radio in nt schools was rapidly

.1

growing witl in the community and within the schools.

Except for the intrusion of the photographer, this third
grade at Washington School is typical of second and third grade
listeners in many classrooms in Flint as they enjoy stories old

and stories new dramatized by senior high school students.

 

$311959.

with the knowledge that boys nnl girls of today will
be the listeners and broadcasters of tomorrow, hiss Hiller
believed that they could be taught ty means of classroom
listening, to understand the power of radio, to appreciate
its educational and cultural potentialities, to become more
discriminating listeners, and to detect prefirams contrary to
the puhlic interest. She further believed that if found
peeple learn to use this tool of communication wisely and
if they prepare to assume the responsibility which each
citizen shares in the final use of this power of radio,
that schools must use radio with the same serious purnose
with which they have always used printed materials.

With these thoughts in mind the Radio Department of
Flint Public Schools, under the supervision of Kiss Ola E.
Hiller, in lQhQ stated its responsibility to the education—
al objectives of the community as threefold: 1

”First: we aim to help teachers achieve the seals of
1' “1

education by providinf pregrams whi 1 may he
used as aids to teaching,

1 Files and CorreSpendenee of Eli
"Our EhiIOSOphy of Radio's Tlaee in :drca -
Lepartment of Flint Public Schools, less, 1. 1.

Second: we enlist the teachers' help in rearin; a
deneration of Americans

who understand the power of radio,

who appreciate its effectiveness as an
educational force,

who are alert to any attemnt to use radio
contrary to the best inter sts of the yeop e,

who know how to employ this fastest 5nd most
far-reaching medium of mass communication to
carry the messaae of hepe, the assurance of
friendship, the blessings of freedom to all
peoples everywhere,

Third: We provide radio experience for children and
young peeple - not primarily as preparation for
careers in radio - but as an activity which
provides unbounded onportunity
for individual nrowth,

for learning by doing,

for achieving groue cOOperation,
for practicing democratic principles,

for meeting school and community needs,

for developina the ideal of service toward their
fellow citizens from the kindernarten
through the junior college."

During the nrevious two years, when in-school listen-

ing had just been begun, the acceptance by the school and the

community had been gratifying. Teachers found that radio

could be one of their most effective teaching tools. They

D

asked for programs to supplement more subject m tter

(‘

areas, for broadcasts which would help them keep classroom

instruction up to date.

The plan of broadcastind, when Kiss Hiller began her

seriously limited the service that could be rendered

to the classrooms for these reasons:

"Commercial stations, constantly aijustint to network
nressures and commitments, and to recent rate reduct-
ions, cave little available air time during hours
suitable for school broadens s.

r-a ry types of educational orovwams, valuable rs teach-

in” aids, cannot be off red a commercial station which

must hold a mass audience.

depeat broadcasts for later classes are never ‘gfossible."2
In view of these facts the comme crcial st: tion mana:ers
areed that there was a need for an educational station in
the communi y, to serve not only the school audience but
also special minority audiences who wanted educational and
cultural radio fare which the commerical broadcasters could mfl
afford to offer.

The F adio Education staff felt that desirable attitud-

es could be created, better ways of living could be encourag-
ed, worthy action could be motivated and hopes and dreams

could be inspired by radio broadcasts to the classrooms.

At the end of that first ear Kiss Hiller made an
9

"Annual fe ort of Progress of the Rau io Education Depart-
ment." The theme for this renort was, "Radio - A hodern

Teachina Aid." The report showed a definite increase in the
number of protrams broadcast for use in the classrooms. The

program.schedule for this year included: 3

 

es and Correspondence of th Flint kublic Schools,
nDepartmcnt's Philosophy, o;.cit., n. 3.

2 Bi
Radio edu cat
3

l—“H

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Files and Correspondence of Flint fublic Schools
. ~ {4 - ' V ,
Annual Report of rroqress, 19h? -;0, Miss Ola e. diller.

 

Erogram - Broad
c sts

26

Natin: frz'ls 26

 

anim ; gipici

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adaptel to

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enVlPOImffllu 'fii

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huxea relatiors

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music anfreci"tion

sconomic Leteative_ 2h,
social studies

Junior Tgyn Hg]; 26
discussion of
current interests

Greg; Literature 24

tion Steaks
informative public
relations

School Workshoo

school public relations

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Evenina
program

Saturday
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Ltudents
listening

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Junior
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Later

Llcmentary

Junior &
Hiah 3.

Radio Workshops and classesvzere held for senior

grades in the high schools.

These acquainted the students

with radio skills of speaking, writinr, actinp, creating

sound effects, running turn-tables, audio-volume control

(riiing gain),playing records, producing and directing shows,

and all phases of broadcastins. T

he JorkshOp teachers

reported that the students learned to work tOgether with a

common purpose, to understand themselves and their behavior

in various aroup and individual situations, and to be
concerned for the comma; welfare.

Miss h ller also re;orted that the teachers within
the Flint school system used 20h broadcasts for educational
:urposes. The Radio Education Department staff grenared
the manuals that made these broadcas s more m.aningful and
useful to the teachers. The programs were an honest an
sincere effort to meet the teachers'qeeds as a teaching
tool. Also, for the teachers, were held in-service train-
ing sessions, in order that they miaht learn how to use,
to better advantage, this new tool in their classrooms.

The community was part of the classroom broadcasting
oroaram,too. Parents could follow, on their radios at home,

several subject areas, such as hichiaan History, Music, and

Science, that their children were stu ying in school and

Dfi‘

ielp them by their questions and home discussions. Spot
announcements wer used to publicize various school programs

and activities. The director was instrumental in the

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presertation of a pageant which commemorated the 75t‘

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Ar. Charles Stewart Lott, Flint school’s

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well as taking I Eations Heck activities,

tie director fulfille

gm

thirty speaking engaaements to

explain the orosram of classroom broadcasting.

The staff of the Radio Education Department at this

. A
I

time consisted of Mrs. Helen Hardy Brown, teacher of dadio

at Central high School; Mr. Fred Harrinoton, teacher of

Radio at Northern High School; Miss Lois Young, Scrip

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During the Radio Department's evaluation of in-
school broadcasts, it became apparent that the classroom
broadcasts were more effective in the elementary rooms
than in the secondary and more effective in junior hieh
than in senior high school. At the secondary level certain
limitations were noted: a lack of training of the teachers
on how to use radio most effectively, a difference as to the
most convenient hrosdcast time, crowded study and teach n;

programs, and the continuous chanae from room to room for

subject matter.

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Students taking sort in various broa casts showed

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inite voice arowth, speech improvement, increased reading

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ability, and confidence and self assurance.

There seemed to be a need for more good radios and/
or central s:und systems which could pipe the programs into
the school rooms. For more convenient usage in the junior
and high school classes, tape recordirgs and play-back equip-
ment would be needed. Staff time and station time were
considered to be important in the problem of broadcasting or
taping for re-broadcast of the school programs. Also,
the necessary time for rehearsals with students for the
taping was a serious consideration. Always, the comaerteal
audience needed to be considered - and kept.

The community responded favorably, for there were

many requests for additional information and speakers to

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explain the classroom programs. Also, community prUES

1- ,
tapes.

aided in the purchase 0“ radios, nlayers, ani
Derhaps all of these values - and limitations too -
would have been trought into sharper focus had the coal
strike, threatening at the time, actually taken place. The
radio education department had crepared, with the help of
subject matter personnel, broadcasts to be 'iven for the

J-

children at home. These had carried explanations an

r"

assiNnmtnts with the purpose not only of givinj
subject information but of enrichinf the trogram as well.
The crisis was averted, and the need for complete teaching

‘

by radio, therefore, unnecessary. However, the potential-
ities of regular in-school broadcast’n; had been explored
and a degree of coordination had been experienced by both
teachers and radio staff. As a result, a more thorough
understanding developed among administrators, curriculum
supervisors, teachers, and radio staff, of the respective

problems and objectives. A new perspective for another

year develOped.

£50 - 195;

The year 1950-1951 included changes both in staff and
in programs. Now, Mrs. Brown acted as Assistant to hiss
Hiller; Miss Cynthia Winters taught the radio classes at
Central and also worked as production assistant. hr.

Harrington added some production work to his teaching duties.

Miss Salisbury remained secretary, and this y ar there was

no full time script writer.

The annual report for 1950-51 was entitled,

"Radio -

An Aid to Learning," and stated the year's classroom

broadcasts as follows: A

Program - Broad
casts

Story Book Box

stories, games, 26

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It" ,fQfij 7 in 26
new sgripes

nar: 3‘

Tell :3 100 t 13
lichifin

to meet nee} for
Mictifan istcry

What's In A 9

 

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MeloQY

deal Peogle

American biographies 26

Success Storx
United Nations 15
programs

what's Your Batting
Average ?
series on guidance

Youth Talks It Over
current topic discussions

Great Literature

 

In the presentation of these programs.

students participated. Teachers used

 

 

u Files and Correspondence of
"Report of Progress, 1950-1951, Radio

,Flint Public Schools.

Students
listening

500

3000

1800

3000

3000

Gr

)1)

4
(4'3

Primary

2-3

Later
Llcmentary

Later
Elementary

5-9

over 160

207 broadcasts and the

Flint Public Schools
education Department,

staff-prepared manuals for them Lore of the teachers'
needs had been met, but they st} 11 re’uested some Lire of

hetlth procram. The community again asked for informnti on
about the series, and the director fulfilled twenty-four
speaking enaaqements. Spot announcements were once more
used freouently, to give news of school activities and
proera_s.

Teachers used classroom broadcasts almost three-fold
over the previous year. Much of this increase was due to
the purchase of radios through the aid of the Board of
Lducation, the P.T.A., and the Junior Leamue. Fy this time
elementary schoolshad at least one Freed-Lisem:ann radio,
which is considered adequate for classroom listenine. All
secondary schools LETS equipped wit h a puhlic address
system .lfli01 could be fed into classrocmls, rvmnasium and
auditorium. Northern High School was also equipped with
broadcasting facilities fron the studio—classroom.

Although the commercial statiors were able to assure

less time, and there seemed to be additional changes in

l 1

schedulini and cuts in time, the Radio Jdtcction )enartment
and the schools lookedzahead to the possitility of tel
and their own FM station, which 'Jili ca: rv the call letters,

5-5.“. ., for Flint foard of :ducatian.

 

1113 possibility was kept in mind and the proarams

for the following year, 1951-1932 were plenuej. The staff,

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A Message
To Our listeners

The Radio Education Department of the Flint Public
Schools invites your use of the radio programs de-
scribed in this brochure. We hope you will read the
descriptions of the different radio series carefully and
that you will find at least one which you can use with
your students. We have planned all of them after
consultation with teachers and administrators and
have made every effort to select themes and topics
that will be useful in the courses of study at various
grade levels. For effective use of the programs,
teacher manuals will be sent to Flint teachers in the
school mail» We urge you to send us your suggestions,
comments, and criticisms at any time.

”I stretch my thoughts
And I cannot imagine all the world.-
I stand on tiptoe and reach up and up --
The world is taller still.”

These lines, written by a child, remind us of our grove
responsibility in helping children and young people
to understand and interpret the people and events
of today’s world. They remind us, too, of the grove
necessity of helping young minds and hearts tocher»
ish freedom and to build daily toward the creation
of a better world. May our radio programs become
real classroom aids in accomplishing this sacred task.

Old "-3. HiIIer, Director of” Radio Education

HeIen Hardy Brown, Assistant .

"Fred Harrington, Northern High School Radio
Teacher

Cynthia WinterS, Control. High School Radio
Feather

'Hétsn ‘Solisbury, Staff" Secretary

‘A __.*-~'-—— -_-.__,. A

MICHIGAN STATE UNIV

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CONDENSED RADIO 1.06

a Flint Public Schools
1950-1951

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9:30 A.M.—-WMRP--'I 510
"The Storybook Hour"

10:30 A.M.-WBBC-—1330
"Youth Talks It Over"

MON

1:15 P.M.—-WFDF-910
”Adventures of Real People”

 

10:30 A.M.-WTAC-—600
"Tell Me About Michigan"

1:15 P.M.—é-WBBC-1 330
"It’s Storytime"

WED

2:45 P.M.—-WFDF-910
"Great literature”

 

8:45 A.M.-WMRP-15'IO
"What’s Your Batting Average?"
‘ ' 10:15 A.M.—.WMRP~e-1510
”What’s In :1 Melody?"

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”To be antiquated
"Sucrose Story”

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PROGRAM SCHEDULE

RADIO m mm scuoms
I9 5 0 -1 9 51

W“

THE STORYBOOK BOX
Monday—9:30 A.M. . . . . WMRP—IS'IO

THE STORYBOOK BOX contains many wonderful things for
our very youngest listeners—songs, poems, finger plays,
rhythms, stories —— things to hear and things to do to help the
five and six year olds learn to listen. Your Radio Department
is cooperating with personnel wise in the ways of kinder-
garten and first grade children. We hope that these variety
programs for little people will provide valuable aids in the
work of your classrooms and serve as tools for the teaching
of good listening habits to tomorrow’s citizens.

YOUTH TALKS IT OVER
Monday—10:30 A.M. . . . . WBBC—1330

One of the greatest needs in education today is to teach boys
and girls to think logically, to weigh all of the facts, and to
make iudgments only after thorough consideration of all sides
of an issue. These discussion programs are designed to help
meet this need. The young people from Northern, Central,
and Technical High Schools will take turns presenting discus-
sions of vital issues of our day.

ADVENTURES OF REAL PEOPLE
Monday—1:15 P.M. . . . . . WFDF—910

ADVENTURES OF REAL PEOPLE is a new series this fall, dra-
matizing the early lives of men and women — explorers, scien-
tists, statesmen, and humanitarians— who helped build Amer-
ica. It is the Radio Department’s hope that the stories of these
famous people may help in molding the characters of our
childen today — that they may inspire new dreams of service
to mankind and greater reverence for the blessings of free-
dom. Designed for boys and girls in the Upper Grades and
Junior High School, ADVENTURES OF REAL PEOPLE will
provide inspirational listening.

TELL ME ABOUT MICHIGAN

Wednesday—10:30 A.M. . . . WTAC—600
Presented this fall for the first time, by the Department of
Radio Education, TELL ME ABOUT MICHIGAN is a series of
broadcasts to supplement the social studies curriculum at
fourth grade level. Michabo, the Great Indian Spirit, is our
Guide to the adventure and romance that is Michigan’s story.
The dramatizations in this series are designed to interest young
listeners in the people, the resources, the progress, the events
that make Michigan a good State in which to live. An
imaginative approach is used to appeal to young listeners.
However, great care has been taken to insure accuracy in the
historical content of the series.

IT'S STORYTIME

Wednesday—1:15 P.M. . . . WBBC—1330
The world of books is a friendly place for boys and girls. It
brings them new experiences with people, animals, places,
events, and things. Books help them to live more happily and
effectively in their real world, too; for stories nearly always
point the way to a helpful truth or a way to live with those
around one. IT’S STORY TIME brings our Second and Third
Grade listeners dramatizations of a few of their favorite stories
and introduces them to many delightful new books for young
readers.

GREAT LITERATURE

Wednesday—2:45 P.M. . . . . WFDF-910
This program which has come to you for the last five years on
Saturday will for the first time this year become an ”in-school
listening program”. During the first semester, the Great Litera-
ture broadcasts will dramatize Short Stories from the literature
books used in the high school English classes. The program
for the second semester will dramatize excerpts from the lives
of great authors. We hope that these programs will stimu-
late a greater interest in further reading and make the stories
more vivid in the minds of the young people. It is hoped that
the biographies will take on new, vital significance as they
are given in dramatic form.

 

WHAT'S YOUR BATTING AVERAGE?
Thursday—8:45 A.M. . . . . WMRP—1510

In cooperation with the Guidance Director, the Radio Education
Department offers a series of guidance programs for and by
pupils in the junior high schools. These broadcasts, written in
the language of young Americans, will provide a springboard
for discussion of personal, social, and vocational problems in
the homerooms of our iunior high schools. Here are a few
titles: I Feel Grown Up, So You’re Afraid, Too?, Nobody
Understands Me, The Lone Wolf, The Chain Gang, Does Your
Tongue Need Watching?, Who’s in Your Grandstand?

WHAT'S IN A MELODY?
Thursday—10:15 A.M. . . . WMRP—1510

Music has become a part of the daily life of every boy and
girl. The degree to which each child appreciates good music
depends upon his understanding and familiarity with it. In this
attempt of your Radio Department to serve the musical needs
of the upper grades we are guided by the principle that all
children can learn to enjoy the relaxation, the stimulation, and
the inspiration that comes with listening to good music.

SUCCESS STORY

This is a series about the United Nations for use in the upper
grades and junior high schools. The scripts were prepared last
year by the Radio Department of the Los Angeles Schools and
produced by the radio classes of the University of California
at Los Angeles. Such high praise was accorded the series on
the West Coast that recordings are being made for distribu-
tion to other school systems of the nation. When the records
are available, the Junior League of Flint stands ready to meet
the cost of airing the series for the schools of this area.

 

(SEE-3&1.--

 

 

A Message
To Our Listeners

Once again the Radio Department of the Flint Public
Schools announces its radio services to the boys and girls in
our classrooms. Today radio—with its ability to span oceans,
leap mountains, and provide information to the millions
who cannot read—becomes our greatest hOpe for carry-
ing the messages of free men to all peoples everywhere.
By radio, desirable attitudes can be created, better ways
of living can be encouraged, worthy action can be moti-
vated, hopes and dreams can be inspired.

Boys and girls of today will be the listeners and broad-
casters of tomorrow. By means of classroom listening, they
can be taught to understand the power of radio, to appre-
ciate its educational and cultural potentialities, to be-
come discriminating listeners, to detect programs con-
trary to the public interest. Through participation in the
school radio programs, children and young people can
learn to make this powerful means of communication not
only another activity for individual growth, but also a true
service to the classrooms within our listening area.

We believe it is good for growing minds to be encouraged
to use their talents to serve their schools and their com-
munity. Indeed, we want these boys and girls to recognize
that the frontiers of tomorrow are world-wide and that
radio is the quickest means of reaching these frontiers. We
hope that one day they will use radio in their chosen fields
of work to serve mankind everywhere. The agriculturist,
the scientist, the health specialist, the engineer, the social
worker, the theologian, the teacher can use radio to reach
the minds of men—to create that better world for which so
many generations have fought and died. We have faith
that our school radio service today may foster a significant
world service tomorrow.

Ola B. Hiller, Director of Radio Education

Helen Hardy Brown, Assistant

Sara Ensor, Script Writer

Elizabeth Fuller, Central High School Radio Teacher
Fred Harrington, Northern High School Radio Teacher
Rosella Hardie, Staff Secretary

 

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Flint Public Schools
1951-1952

 

9: l 5 A.M.—WMRP—l 51 0

”On the Beam"

MON 10:30 A.M.—WBBC—l330

"Adventures of Maggie Muggins"

1:15 P.M.—WFDF—910
"Tales from the Four Winds"

 

 

TUE

9: l 5 A.M.—WMRP—l 510

"What’s in a Melody?”

1:15 P.M.—WBBC—l 330

"Youth Talks It Over"

l:45 P.M.—WTAC—600
"Tell Me About Michigan"

  

 

THU

8:35 A.M.—WAJ L-FM—l 07.l

"On the Beam"

10:15 A.M.—WMRP—l 510

”Uncle Dan”

1:15 P.M.—WBBC—l 330

"It’s Story Time"

\ 195131952

 

5:15 P.M.—WFDF—9l 0

"Great Literature"

 

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1951-1952—

*

THE ADVENTURES OF MAGGIE MUGGINS
Monday—10:30 A.M. . . . WBBC—1330

Maggie Muggins knows how to turn the dullest day into a
real adventure. For years these stories have been enjoyed
by the children of Canada. Their author, Mary Grannon,
has given us permission to use the scripts for kindergarten
and first grade listeners. The series will provide opportunities
for teaching good listening habits, help the five and six year
olds find adventure in everyday living, and stimulate interest
in nature.

IT'S STORYTIME
Thursday—1 :15 P.M. . . . . WBBC—1330

The world of books is a friendly place for boys and girls.
Books help them to live more happily and effectively in their
real world; for stories nearly always point the way to a help-
ful truth or a way to live with those around one. IT’S STORY-
TIME this year seeks to interest boys and girls in some of the
truths and the mysteries of nature and to stress desirable traits
of character.

TELL ME ABOUT MICHIGAN
Tuesday—1:45 P.M. . . . . WTAC—600

At the request of fourth grade teachers and pupils, your Radio
Department again offers the Michigan History Series to sup-
plement the 48 social studies curriculum. Michabo, the Great
Indian Spirit, is our Guide to the adventure and romance that
is Michigan’s story. The dramatized programs are designed
to interest young listeners in the people, the resources, the
progress, the events that make Michigan a good state in
which to live. An imaginative approach is used to appeal to
young listeners. However, great care has been taken to insure
accuracy in the historical content of the series.

TALES FROM THE FOUR WINDS
Monday—1:15 P.M. . . . . WFDF—910

The stories in this series of folk and fairy tales of many nations
have been written for radio by Fan Kissen of WNYE, the New
York Board of Education Station. Pupils of the third, fourth,
and fifth grades, finding many of their favorite stories in this
series, will realize that every nation has contributed its share
of folk tales for the enjoyment of boys and girls. Knowing a
nation’s stories and songs helps one to understand and appre-
ciate its people. Such understanding is needed in our world
today.

WHAT’S IN A MELODY?
Tuesday—9:15A.M.. . . . WMRP—1510

This year our music appreciation programs will include music
appropriate to the various holidays, and will supplement the
sixth grade social studies program with music of various

nations. This series might also be correlated with TALES FROM I

THE FOUR WINDS.

UNCLE DAN OF FROGGY HOLLOW FARM
Thursday—10:15 A.M. . . . WMRP—1510

For the first time we offer our listeners programs in the field
of natural science. Uncle Dan is an excellent broadcaster who
knows and loves nature’s creatures. Originated on WAVE, the
Board of Education Station in Atlanta, Georgia, the series
was offered last year on the Ohio School of the Air. We feel
sure the boys and girls in the science classes of the upper
grades will like this new friend.

ON THE BEAM
Thursday—8:35 A.M. . . . WAJL-FM—1071
Monday—9:1 5 A.M. . . . . WMRP—l 510

Once more the Radio Education Department is cooperating
with the Guidance Director in the preparation of a series of
guidance programs for and by the six junior high schools of
Flint. We hope that these programs will again serve as spring-
boards for the discussion of personal, social, and vocational
problems in the homerooms of our junior high schools.

YOUTH TALKS IT OVER
Tuesday—1:15 P.M. . . . . WBBC—1330

One of the greatest needs in education today is to teach boys
and girls to think logically, to weigh all of the facts, and to
make judgments only after thorough consideration of all sides
of an issue. These discussion programs are designed to help
meet this need. The young people from Northern, Central,
and Technical High Schools will take turns presenting discus-
sions of vital issues of our day.

GREAT LITERATURE
Saturday—5:15 P.M. . . . . WFDF—910

This series, broadcast on Station WFDF for the past six years,
will provide a good out-of-school listening assignment for
English and Speech classes. The dramatizations include adap-
tations of short stories, plays, and scenes from some of the
world’s great novels. We hope the program will stimulate a
greater interest in further reading and make the stories more
vivid in the minds of young people. Flint Junior College stu-
dents are taking part in this series.

 

You might like to hear . . .

THE KING FAMILY
Saturday—6:45 P.M. . . . . WBBC—1330

These programs are prepared and recorded at WKAR, the
Michigan State College Station, for the Michigan Congress
of Parents and Teachers. Using the technique of the familiar
soap serial, the broadcasts portray the everyday problems,
activities, and adventures of a typical American family.

CARNIVAL or soaks
Saturday—12:00 Noon . . . WTAC—600

This series is being carried locally at the request of the staff
of the Children’s Library.

 

 

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k-L:

lanned for the 7'sr 1952-1953 were ten profrn
sseries for classroom listening. These were aired on tee five
c;oamercial radio stations in Flint. Teachers' Manuals for
tine various series were sent to the schools for pro-program
gelann'ng and post-broadcast utilization. Similar programs
prere aired the second semester, since the opening and
cicéficetion of the school station 1F73 was delayed until fell.

Folly and Puffy Time was presented for the Kinder-

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1- . - . «L- [a “3 r1 ~ ‘-I 5 .7 l' . ‘ ‘n n ’1 f‘ 0". *7- r'
{gsxrten and flTSb grades ower ”MR? eacn Tnursls; from

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2_30 A.n. Concerninfi tne story idea, Liss holly hsi an

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«zptcaordunerg Iriena, a frlcnd huOm sue never really 34%. A18

Tc“ ’5 "t

$-8:se was -u.1y, sni he could 1o the most unusual SliHVS
4L0 land a wlistle for a voice, end giss Polly understood
e‘a‘erg'bazin; he said. TO'jether they bl‘fftifllt the yoz‘ing‘zest
listeners '3 happy fun time. The games, stories, rhythg‘is,
3P3rymes, and sonrs were selected to help teachers detelop
hHatter group living, safety and health habits, creative
ebrpressian, and motor coordination.
The Polly and Puffy prok am was planned to ail the
teachers in the classroom activities end to follow the
Ctuwficulum wherever possible. The program each week save

for the children a song, a story, a poem, and somet’ing to do

giss folly used reccrds and material from hcohs as well.
This proiram was produced by relic staff memt rs. The first
semester Miss Polly included a Iwictire of Lot1<r Woosc's
Kitchen end the different characters she talked shout each
week. The idea was for the teachers to out cut the characters,
let the children color them, eni put then into the kitcnen.
HOMGTCP, hiss folly found that the fifiures were too small for
the chiLiren and the teachers did not have the time for this
activity. She also found from the questicnnnire she sent out,

at the end of the first semester's pro rams,1 that the

teachers we ld n oreci: to less prorr.n1 directed room act: vit y

5.3

durinrr the broadcast but th- t t 1e children did lilve the

The f‘i st s--n...er” _progflnns3'were twain? Irwncitten
;for rxnrt fall.1fiiile tin: sec 3M1 se;m: :tor prw> roux; em::11ed
the sane. The finsl prosrsm included refinests frox tne
chiliren for their favorites during the year. 1he Polly and

Puffv protrem series has been chosen for distri

ti

3‘1tiOI1 by the
NATE tare network luring 1953-19Sh.

Miss Folly was aware that much of the fun of the
prosram depends on the teacher's havin" fun too, to help
the children catch the spirit of the Erordcast. In observing
a first arede room's listenins to the program, the writer
noticed how spontaneously the children reacted to hiss Polly's
questions, how very ouietly they listened to the story, how

much fun they had Joins the rhythm actions, and to: they

 

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of the room. The succestions fiven her in the manual were
followed as well as her adding many utilization ideas of
her own.

The Tiptc} Twirs was presented for the second :rade

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over WFJr on 3:19ys from 1:15-l:
the Tiptop twins, lived in Florida where the circus had its

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wirter neadQuarters. Leon natures; morning their two ~ooc

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friends, Policeman rat and Bobo, a ClPCT
to have many adventures which taught lessons in health and

7

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fetg. A staff memter directed the prefiram using

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chool and elementary students in production.

The Tiptcp Twins series was the result of close
cooperation between the hon th and Radio Departments and the
elementary classroom teac ers. The Health an; Safety Depart-
ment makes in-service traininr available to teachers. De-
partmental resources are used to meet the teachers' needs.
There was, az1dne the elementary tee chers, an indicated
interest in school broadcasts along the health line for
second grade. This interest turned into teacher projects
of writina scripts with the aid of hiss Hill1r and hiss
Sally Lnsor of the Radio Education department. out of troop
discussions, the teachers were sole to decide what suoject

areas shou1ld be emphasized and how thov could be tied-in

with the monthly health and safety activities in the scv

(3

Thus, these teachers were atle to use anoth-r tool to aid

walker Elementary and Central High School students
rehearse for a broadcast of the Tiptop Twins, a series of

weekly health and safety programs for sedond grade listening.

 

 

 

 

 

 

go: MOCZU>§OZ ECHO

 

the levelojm'nt (f orcoer "tti: ies ‘v :csltm 1”? srf;t*.
“otl the Isiio :ni tie Enslth an} Safety departg:nts coop—
erated to inprove further the curric lLrl anjrsns throurh-
out the sc sols. Tiptop L"*'ns, as 3 c3:::;:: :L \ ;:~r* ”‘1”.

The clenentary teachers aided ccnsilerat y in the
'prepnreticn of the material gr this series.
iflzey ~u33L3's motivation ideas and even developed practical
arers of thili zution It is noted tint the Limits and
qfety befartnent ceild meet with the teac,ers to evil? Le
die current vecr's “reclcasts ani t3 své est chad Ls ior
tne (yin'ns year.2 Alfie, it is ACjCi tba‘ mend ci tles
teachers would.find it_possible to participate in a radio
in-service training course, in orier to become better
accuiainted with the ma y ways in which raiio can Le used as

a tenaching tool. The Health and Safety Jepartment has been

ixfiusrested in developing similar prejrams to serve grades

; .24

She Tiptcp Twins proxram was felt to present “00

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mitensiaT well-organized, ani to develon good health concepts.

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C¥H3Vcr, it was felt tfiat tnere we a definite DGCJ for more

Eerwuonalized contact with the teacicrs through Visits and

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a Ere scrth-n-utLter for timr
C‘ t": . o o o -
”’IUJES 18 included in Caspger V

tulletins. ulso, the teachers nail i Better understanding
of tiie ororram, what to do, and how to use it effectively.

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irre Leccnii f«trade, vLi_

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snd se med to uniora,and the hesith c nce ts oclgg presented,

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bJCgl as (r’1;.1atic, i1; dCCiffiJIS.nCV mimn: slee§>tmufl1 caild
ruseikxi 6335111:“h . 1:11 (nijoyeii the :rsofzuna.

It's Storngine was fresented for the first through
third grades over ‘.'.'.'.‘;P~C on 'I‘hnrsxplrijrs from 1:15-1:33 5..“

m

Through the dramatized stories, the c1'ld ren corld :ai.

*“tter appreciation of nature, could develop a greater

' 1— ' ° 1, ,m - 3- A -
:uiLereSU in teens, could learn tie t mfllflCflnCG o sacc1al

1

days, ani cowli build fir ner attitudes con:,:“-ii:13 E‘s-Lily and

corn ninity living.

This provram was produced by a staff center, asing

H
(A 0-

st of high school and junior college stuier ts from on

5‘.)

Haiic> orkshops. Story Time has been one of the oldest
0P0“ :lcast pro reras for in-scnool listening.

The first graders, whom the writer observed listening
to tfile broad set, were completely a3sorbei in the story.

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after“ tne orogram the teacher Liid the be

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it ilito regular classroom work that the writer had thus far
seent The teacher us ed pictures of tho bees, whose story

had tween dramatized, discussion about tees, and, finally,

m, 1 _ O I_ ‘ 1 ‘ : “a ‘_ s 7.. '— '.~ (
ioe Leecoer also held up pietures during tJG protram as

certain flowers were mentioned.

Tell he About Hichioan was presented for the fourth

 

grade over HCLC on Londays from lO:hS-ll:00 A.M. hicnabo,

,

Great Indian Spirit, told of the changes that have come to

the "Land of the shining Pig Sea Waters." These atories

were to help teachers create an interest in the hichigan
heritage, develop a pride in the progress of the dtate,

appreciate its contribution toward a better life for human
kind, and motivate further learning experiences concerning
life in hicoisan. This pro ram was produced by a staff
using students from Central high School‘s Radio
Horkshop in the cast.

The semester's series of programs was developed out

of many reouests from fourth grade teachers for a program

I.Jo

which w uld express pride in the heritage of hich aan.

\-

Children, who, because of migratory life or a minority group,

have lost a feeling of belonging, needed sometging to make

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dichigan history more meaningful to them. The broadcast
series aimed to coincide with and supplement subject ma ter
in this area. The narrator was the Indian Spirit, hichabo,
who told in dramatized scenes an historical event.

The series was being reproduced in order to improve
the areas commented on during the first year's broadcasts.
Both the narrator and the cast were felt to have grown during

this year, and the new series was expected to be much better.

7 f‘_ .. ~- A ' VV . ’ ‘ N ".'I‘
¢dat's in A neloifi? was presented for craios fcdr to

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six over TTAC on Fridays from 1:13—1:33 .. . Tags music
oversolat‘on series was planned and oroitced bv a member of
the tusic staff. It includcu various selections for the

different seasons and holidays.

Incle Dan offifirgggy Hollow Warn was oreSLntec for

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grades five and six over UMRP on Mondays from 9:15-
PT ' vqm :- -v :r i o r‘xf‘ “I 1 D: 'n fr“ "1 I‘NQ‘; r" ,1 tq
lllS hug a new series as the e an projians, 19 line a
make ooys and girls more conscious of the wonlers of nature
as revealed in the life around them. Uncle Dan encourages
them to examine and understand the life they find in the

n ’ 4:? p trai- '. ° 7" {“r'a rang 1 ‘ .7”! th- "r ~ .i
graQS, 1n Jalv I'uhaUéaP’ la; U-Ae alr, LAlsuL Ix-..-l€'1. -st‘l :IPOL‘nx Q

Tnis was a program taken from the IAL33 tape network

It originated in Atlanta, Georgia, and was an excellent

broadcast waich coununicated extremely well as indicated by
the fact that it has been distributed by NALB and seemed
to enjoy soecial popularity among all grade levels.

Within Our Land was presented for qrades five and

 

six over flBBC on Tuesdays from 1:15-1:30 5.2. The series

C1.-

of dramatizations, highlighting he contributions of many
peoples to life in America, was offered to teach an apprec-
iation of the heritage which is ours as Americans. It was
hoped that good attitudes, fine traits of character, better

human relations, and a deeper understanding of true brother-

hood wculd result from the use of this series.

 

3 National Association of Educational Broadcasters,

47

Tie protram was produced by a staff member, using

U7

rliio workshop tuients in the cast. The sixth grade room,

whicn the writer v

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entively all the way
throuzh the broaicast. Afterwards, stimulated by the teacher,
they discussed the story and planned some additional group

reading on the subject

Bock Clues was presented for grades seven through

 

nine over NTAC on Thursdays fPOfi 1:15-1:30 P.h. The series
was for and by junior hijh school students. It aimed to

create interest in books and was planned with the help of

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on

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the staff cf the chillren's library and with the oooperat
of the liFrarians in the junior high schools.

Down Boetry Lane was presented for graies nine and

 

ten over NC 0 on Fridays from 10:45-11:00 A.M. and attem ted

to build an appreciation of ooetry.

0

Last spring a ouestionneire was sent out to the

enslish teachers of the three high schools, askin” for

{5
suggestions for the series. An att not had been made to

1

ncorporate as many as possible of tne idees contributed.

+

Great Literature was presented for firades nine through

 

twelve over HFUF on saturdays from 5:15-5:30 P.M. Aimed to
build an appreciation of the heritage of literatire, the

series featured some of the best short stories of the past

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d present. Th

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programs were produced by a staf member,

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sine Junior Collere Radio Jorkshop students as the ast “or

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the dramatizations. This was one of the first edicational

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radio procrams o be broadcast in glint.

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It is easy to point 0L1t to teac ers tL t the value
students re ceiv e frozn a radio program depends largely on the
use made of hat pro: ram within the classroom. However, the
effective us e of radio in the cl? ssroom is influenced by
sev.er ral fac ors, some of which may be beyond the control of
the teacher.

Two often etgglsted factors are content and time.
If 1e teach er tunes in to find a program which is in no way
related to the interests, abilities, and subject needs of her
pupils, effective utilization is diobt tful. Likewise, if a
desirable pro; am conflicts with the established school
schedule, the results are the some.

ichool o' ned and operated stations, with nor e flexible
progr'ms and repeat broadcast schedules, can alleviate this
to some extent. The prqablem can be further solved by th
use of recordings, tapes, and other methods. As these
limitations are lessened, a more general acceptance and
ireeter use of radio in education can be expected. fut
teachers, now, still need to understand the problens involved.

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lany enable teachers find the u till: 9 ion of radio as

easilv adooted as that of other is 1al rua teiials used by hood

V-

t68311ers in t:1e classroom. As Dr. uexenson sta es so well,

n- 1 ,
it is axiomatic that the test teacqers make tde oest use of

most teaching aids, and that the teachers who need these

‘

aids most tse them least.
It is centrallya reed t1at for tie bust utilization
of in-scnool pro r~ms by the teacher, she heels to know atout
3efore it is broadcast. Weneral information
bulletins can serve this purpose as well as specific teacher

istenin

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include suzgestions for pre-broadcast planninj, after the

broadcast discuss

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and related activities stirulated by
the broadcast content. As far as the recorés would indicate,
th 1ere was little svste m-Mwi utilization of in-schocl broad-
casts prior to less. With the arrival of Miss Hiller, an
increased emghasis was given classroom 1Htil rzagicn in he

teacher manuals.

In Flint a teacher manual is prepared for each program.

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There are su:3 to things for tie classrooh tef:her to do and

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discuss with tie cl: ss before the broadcast, new woris to be
put on the blackboard and explained, thinfs to lis,en for
during the program, and tor ics fz3 r discussion afterward.
7ften, there *ill also be included in the m:1nual other activ-
ities and ixeas that can be related to tr e broadcast. each
fall hiss Killer sends out to the dalio Chairman in each

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sc1ool a letter eX3lain ning a bit a. ut the manuals and the

programs.5 She requests tdat they b c me fa niliar with the

 

 

 

u Levenson and stasheff, Teacning Tar 1:h dafio ‘ad
T lQLision, p. 216.

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.9r 1;“; S<uiies, zisne 511, LLlHVLQLJJLlS 1C1“.ulyrowsilent,

t)

V ‘ s V- - 7 4‘ J" 7 b p . ‘ 1' " ""‘ 1 1' a" "1 —-‘ -‘
:ni gel) to e elueee c e eiiectiteness of tee ,ro r is. one

also sugmests that they encourejc jooi proceiures in the use

b.)

of the programs :7 pre p ring the clsSs fer listening, plan—
ning mesninfiful follow-up ecti MY it: ieveloping good listening
attitudes, properly unin; in rsiio receivers, and maintain-
ing gooi physical conditions for listening.

Some of the teachers yno co mentei on utilization in

my a. 3 _p listened to the Tiptop Twins on *nis7.

They all sireed test the voices 'err clear 1nd i'stirct.
.e are iemotin; sune time to speskirj oxer on. siblic
siiress 57st n. The chillren are slert, new, in ietcdt-
ing ooi 9nd bed points in a brosicest.

arr the "Lister to LC rn" ”e tion

1 i- s
tginx a little njre of the st.
c es e more interest ior list

The menual helps tgem to get into a listening attitude
nd creates curiosity as to whet program is stout.

.1. e ones safetg'sniizi 1t 11 durin:;exufi1 week.
s use eecn program anl pronounce uoris from the

1 give illustrations. He listen to learn
;:ut iqtiv l :eter and their adventures. fie discuss
:1 irsw and use pupil and eacher refer nces.

Jiire sonfs ere used, could the7 be iven in t e man_1al?
Chiliren res )on 1:1ei so well to rhytim of 'elepiant nusic'
and would like to learn tne little song.

The tesc cher manual is well plenned. It provides me with
pre- -list Leni-3, listening, ani oost- listenir ‘.3 activities.
Story Time follow-up activities otten le 91 us to look for
more inferention in science or social stuiies books, and
e hi1 ren 10 a great icel of crestixe to hr in our art

iter reture. The special language act iV1itv this year
ten writing creative stories of their own after the
8

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I ”1121s try to here other re
the broolcs t, sheds the c

Lften act out the vtory after Storjtime is over.

fl. p A. L’ -- +-' 'n -2 —
H1 0 i: sorts: t to letCLlVe u.1]1i”t1on 1' tn: t “cicrs
'7 ° 1 . 1: r. P t , .. ~ ° ... 1
11s LAEII‘LNlMHTBtRHQlNg.(M..HON t-v1mn: tioSG :isygesticns “mile
0 ._. f V? f 1 7,. . J- t. ‘,.y.‘ ,U" . ‘I ..-, 0
in he re usl. hiss nilier nos attcmoteu to ofier sone 1n-

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lie r with this new teeceirg teol. It is howei that
ihe teechers' response t: this training will be "rtst r it

the immediate future years be eu e of two reasons. Iith the

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ities of sts

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ion WFEE taere is now an adequ?te place
to hold these in-service trainiuj sessions. The necesse r7
room en; ecuio32nt is swailable for lemonstreticn or use.

ilso, since the studios are on ‘n: first floor, they are

L L

IE e-ily accessible to all teachers. The other factor is that

the utilisation c urse will carry credit for the first time.

dince sec 1 teacher is eligio e for an increase in sslory

with eocli additional twelve hours of creiit, this is a real

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u_irrntion. It also seems losicei to ex ect the u.
zation of tie pro Trams c increase, as the series c:<1srd

and develop. As more teachers would use programs and discuss
the p0531oilities with the help of the ratio stsff, utiliza-
tion would expand and levelop es well.

The staff of the Heiio Eiucetion oessrtment of Fl int

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iuhlic Schools unie -r the direction of Miss Q13 3. Miller

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. , ‘. A " 1 U 7‘. . ,_ . :
ncluded, tuis current year, hrs. Aelen nerdy proan, nssist-

nnt; E’ei Irrrington, producer; hiss Sara Lnsor, script

‘le. t ‘2” "f (‘I m V‘f‘ V‘v‘1q D‘nsoh nil-‘1 r€.+‘phl‘b N "Vi/1"? ”471:. tr? 0* (31‘s;
.‘I 1 .JJ. -l__ ‘5‘: VI‘A-~.'. U‘.v -4. \w‘ '.A. UV '1 Li-..v\_l L" , t.J. .L L'r) \.;—A

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, 1 \ .- : fl 5 1'.‘ ‘ y »:l a '. 1 n‘ O L 3 'r“ " "‘. a“ 1 fl 2-:
protucers; “loo slii nets teller, hall-tine teccner :1 radio

4. {S _ _ l ’70 fl”) F .. .3 V. F f O ‘ a _. j‘ ‘ O i 1" .AI " ‘0 ,. ’: “_._ ,
qt textrs uljfl mhq n:l -tldc 1rclicer in the rsxio Le10rt-
. ‘° . o .n 7 J: , 4 =fi .- j] j.m.,
men ; hiss 4055113 Lvrlie 5nd “rs. _actricc belly, :t,'rt-

Went secretrr’e3° 9nd herton J's-co‘r'w’~ =c‘ines“
‘12-.- l -‘V. JLJ JJ . ’ '.‘..,JL n-VJ " A '— ’MD, (.5 A_.-LAA\..'\I.L

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fl ‘ x ‘r\ ' .. .fi , ‘ I- 1 _‘ ' l— ' 0 “‘ fiwaT‘
ms a tort Of the 1.)."‘KC.»{,1"oun~1 for tile Ji-Elt-sf’lfll on ”this

: '"' .t 4- . A 9.2.. ' " «\A p .- Aw . :- 1 -- - . ~‘.

in "lln , a commu,ngration c: the levclu,ixnit of school-owned
L . ‘ N ~ ‘I ‘ n l I 'I ‘ ‘ l.‘ \‘y . ." ‘ m‘ —" ."

statioxs in tn: ration no la SoCfl crplic ole. -ne SCucOl-

owned radio stfition is no lCRfBP 2n exn(riment. It hrs been

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en educnticnnl-cultursl school and commtnity

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serVice.

okay there are over lCO non-commercial educational

statiJns in the united States. Recent yrcnts, by the eiOQn

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and television, are hopeful s ¢_w;remning for the

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cultural minority may take its p ace tcsif

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e the programs for
i: masses. The VlfOPCUS educational prtgremminc of the
Detroit, Atlanta, end St. Louis has been further proof of the
value of radio as a classroom teaching tool. Because of the
availability of lower power FM stations, many smaller cities

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ve joined thc ranhs of educational broadcasters, etch

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the following: *lrin, Illinois; Juntington, huncie,

' ‘. v - FT . fl L1 ,p,
5 Gang, RNA new LQSble, Indld

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8' mt. VQPHOD anO' cufene
3 3 ) ,4 !

trefon; Haverton, fiennsylvania; and Ta one, dashington.

. ’ ‘ ‘ 7 - .1 “ I‘ a“ Y‘ ' ‘1 "‘ . ‘ ’; H. < w-v - ‘ :
tor toe most tart the CLLlG_C vAl uanelslu, stot_uns
‘ 'i - v: t" V x I ‘ : \ 1, Ix ,‘ ‘ ’V r :- 1— J- . \ 9‘
are serxinu 8 ul audiences, Jnerets tit scaool so’c‘ I”

nrinarilv are SHPVlNQ classroom ouxience
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. . . we should line to lead tie is in etc-slogan... a

community-wide educational fin

Service. Yo feel thit such a
excellent contribution to lie

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ment ci‘LilIrt Pttddxzffichools Emmi
tnree y ars for its own sta ion.
for li$cense was originally filed
3.3? on deptem or 10, 1932, and h
Flint ne of the frequencies rese

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fecause Flint

vision, it was claimed ty TV SGPY
would interfere with TV reception

the educ :7: t OI’I

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frecuency and pcrmi sicn to opera

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When tat does

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6 Files (n1
Philosonhy of Radio

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3 See fapyendix B.

esignsted for educational stctions.

at 95.1 mega yc es

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culturnl_ani>icasting

Awwwo -. s t
s,» tlcc xw;;1t;(x3 an

‘— . is. . .
eiucctional and Cu;C\Pfil
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oeer Glennirg It‘l" tle V‘st

y granted a

ad originally assigned to
rvei for education on th.
in a fringe tree for tale-

icenen that this freonercy

to, on Lecemher ll, 1‘52,

a t mPOPRPy commercial

te according to the rules

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on tlLb 1- .'.' d1 \El.
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nott rounlaticn irom «UJJ
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of tllht zubllc ocnools,
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Stirdsud.

 

Miss Ola B. Hiller, director, and Peter Clancy, writer
and producer, listen critically to a WFBE production in a corner

of the master control room.

 

 

Ix

 

MOTT FOUNDATION PHOTO

in cyaniotte, has Le.n i*',allci. lbr 1CD? :stt tr retrttir,
lffl foot tiwer ari 2-bsy UC”Kni PT‘ “A’knt i ta ftrnisL an

been plenred during which the public we" inspect tn. stoticn.

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H‘ A. 1.. 3. n 1.- . ‘ ° 4-; . —..s— A v‘
1.110 n . E‘ ul;’l_..CS .1118 .een lOCdtCII 1n v-16 $.qu I'lvPT/J."
, ‘3 3‘ . .P 77 In. ('1 ..‘:‘1‘ :l "= - 3 ~" 5 . F"
crly bui irg on tne can grove oaugus. seine-proclinfi,

remodeling, colorIul paixt, ani the wcrlml ns}; 1p of the Bear.
of Educetion maintenfince detartment have transformei the

Euilding into egn enient and attractive rsiic stuiics.

.1

-hese studios heve teen in the process of tying built

for the cast two years. A variety of obstacles has slowed
1

txe progress to “rd ccn-leti First of al , tne s ulcnts
using the builuing where the studies were to be located had

C?
0
(TI
(D
,3
(I)
{.44

into a rew school. Tue builiinf reiecorati on

C3

eccssarily wolte1 until tncse stuients 431 left. Inen the
equipment he: to be ourchnsed. Fefore it could be installed,
he rooms for the studios nod to be rem dcled. Finnl y
everything —- end everybody -- got me e1 into tar new :tuiios.
In July of 1¢§3, the last waiting is taking alace. Inen the
new crystals for the transmitter arrive, the station will be
reac y at last for the dedicetory services and "on the air."

It is exrecte-d that w'r E will become the radio voice

to

y--’-

of the El i nt scW1o ls, giving cpwortunitie in breedcast nu

3
boys and girls and furnishine aiditienal teaching aids to the

k.)

classrooms of the area. The station has plan nei to open on

;3
(.1:
H;

a limited schedule in the fall of 1953, fire

55

‘1

four hours eves school day. is the proPramming develops,
plans have been made to serve many social agencies in Flint
and to develop “n adult DPOTPSJ scaedule as well.

Eben the station does on the air, brosice st opgor-
tunities will be fiiven t3 elesentary ani junior high school
classes wis ing to write and present prccrQ 3. Radio 3r ups
Jreviously or an iz d at Halker ani fierce schoo s, will be
atle to prep Qre chil3.ren to take part in programs oroiuced

av the staff of the radio department. filans are also be

1...“

1'1

(IQ

made to establish Seturiay morning and summer radio work-

chocls radicr has leen

(1
"3
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('1
F3
:3
5-4
'——I
I
(.7)
IV
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U;

included in tne speech curriculum. dtudents, who want to
become active in radio, may enroll in the beginning relic

cl s. The c1°Ss presents an unierstanding of the 1N ort-

so
to

ance of the broadcast media in nodern life anl practical
eimerience in all phases of radio broadcastir n3, such as
program olarning, writing, acting, directing, sound, music,

recording, and prooram engineering. These skills are all

5)

inc luded plus a criteria for bec ng a more discriminating

user of the media.

After these students have completed the basic course,

iJo

on

H-

tnose who ouelify may have the opportunity to 3a n stat

’\ ‘

experience on fiFLs. Others can work in programs produced
at the high school studies.
at the Flint Junior College, a two-semester course

in tne *ownaaqentals of Broadcastinr has keen ofl:re1.

\r1
0\

..-s-.4— .- .-~ .34- ~ +— 3-2-
;ne L;rst retester E’S ol.nned to five students an inier-

szandin3 of the social and e onsnic aspec s c Eroaicostinf

the growth of the Ansricnn sVstem, public policy toward

brosicesting, internationn l lmro dccstmdo station

3

DA

:3

(D

(1'
I

in

A

work or anizati ns and relation shi divertisers an'

:L)‘
La
:3
x l
m
{3
I

cies, programming standards of criticisms ani listener

U

(“Y‘s
’L;‘~.A.

rights and resoonsibilities. The se se ester w s devoted

O

to the te01r ioues of broai astirg end lasora tory work in
station HFWL.

It has been planned that the engineer for HFTE will

[—1.

coooerete Wltl technicil radio ani electronics classes n
h schools and junior college to furnish practical
latcratorV work.

All of these plans hcve been made with this aim in

’3

r 1°

i

LL.
\Q

Hm

l0 speei ton community-school cooperative effort to
provide t;n lest 5010013 for the boys and girls
anl your: people of Flint

hy enahlinj Q’Wl nts to follow 3

developing greater underston ,5 _
pureeses and strerdth;ninfi tie link “
33C::e ar.3 tzie s:£-o<>l,

EV car V,in3 one teaeiing methcds and teeLnieoes of
master teicbors into everV classroom, tins
upgrading teaching sKills,

by ievelooing a city-mi e eiications s;rvice w.ich
snares nro ems, erszr nlities, and master teachers
with chiliren, Voun3 {weeple, ani adnl ts in every
some -- efsr“lcss of lo: etion or eee~nomic or

social status.

 

.1

9 Files and Corresponivnce of clint Puhlic dchsols,
khilosoghy of {aiio‘s Place in education, OJ. cit., o. 9.

k
L

Encourar w icr rsrticipatic
t

e n - '2
he firowin; cultural opportunitie‘ Of our CitY°

Instill a greater spirit of unitV and deeper sense of
responsibility among the citizens of tie communit".

Inspire faith in tne future of our city, our nation,
and our world.”
then the school—owned station of the Flint Soard of
Education, WFRE, goes on tie air for the first broadcasts

in the fall of 1953, it will mark the old of long yéfrs of

hooiig and many years of planning. The pl.ns will re doubt

- ~ 0 ‘3 3‘ I; n 3 3 .~ 0 _ fl W f“ v 1‘
he emanaed as raiio producastin3, 1*sell, ch n3es; as the

H

D

l

nerds cf the stulents ani teachers change; ani as facilities,

v‘ .- ~w m A :2 a“. 's —... v. - A 1 "I . I“ I‘ - ~-- V . r‘
oregrams, sni terSonnel 3ron. us tnese cnan3cs in plans

tak place there will, similarly, he an increasing dexeloo-

.i 4‘Vv
‘. LI .

r81

the writer Vi-T

o
1

S

n

{ml the other shout tP‘ucir 0-.

U

vs
'..J

In order to gain a perspective concerning the use of

o in the Flint Public Schools d rinf the current year,

l—J'

(’3
PJ
('1'

Ci classrooms in l? of the MO so}1ools and

cf

d

( )

rem" tiizixr elonmnitsry' tesotmnis erxlxqine

:9
(7)

87".

4 -- . 1
es nieru torzners.
"A

Two O‘iestions were askei oi Whose e clue-rs, one

oncerninf tseir own iniitiirel :nilosophies of teaching

sin“ raiio in their classrooms. Followinv er), first,
hie comments on their various ohilosophiss of teaching,

w. 1.-, ‘1 . , .. u .4. 1-.-- - .- r- , 1,0 , o ,.
t.i oien tneir PCUFPLS E;Obb bgb use cl reiio as a tGBCAlufi

*‘001.
-W ,
[1111C so

M

 

Zilr :ler srten and Virst Grade Teachers stated:

LLne n eeds to love to teach children. I like to teach
first freie Eest hecsuse it is the foundation of all
tine? leern - phonics end attitudes. One needs lots of
Zlmtience, understaniing eni enthusiasm. And stove ell,
Cflte snouli teke the chili where he is end then help him

t4: levelco iniixiiuaily.

3 teacher neeis to change with the years and grow with

4160“ child.ren. The first yesr is of prime importance so
tliet the chiliren will like school. They neei to learn

‘lat there ere both privileees and resoonSJbi li ties for
Tie group.

k

‘J

dd

r‘e:needs to like chiliren so that they catch an eagerness
‘5 west to lee I? the teacher is flexille sni wives a
‘ Eject an alivenes ss, then the chiliren will haxe a ”glow"
inner happiness.

Giotto

Pal;

7‘its ‘\e skills and knowleif: they

M - .. - J... ._ -

.e reel to ter31 sealer -H

- 3 ’5 , .0 'fi - . . - {‘1 .. -- -2 . ~ ~ v
*eél :or lLfL in tClBJ'S vorll. Its, neeL to ace: t

. 3 ’_ .3 _ "
we't“er haniics s the“ LR? nave as well as upno-i tne

k n:

‘ -‘. ‘1 L- ' ’ .7 l, v ‘— ,“ 4— .‘ , 3.. v

s.a31ar1s one; have 36b fLr eienseltes.

e hufsniteriars as well as Rein“

inter estei 'n c*i .
from helpirj children, fr

st? of rrel e ces For

‘ - .-: . -

A tea:ner neeis to prcVide a vaxi 1 cu

.er csiizrmq3, osen.rmmc avenres IKD'DJ31P curiosity ;n;1
,- ‘, _0 r Y‘ - .’ A... 2’9 _»-x [A '-l A V_ ,-‘\.

exte i t1e1r r 3( t -nomie he cL tie Jerli.

3 teacher :ust Fe 1a or ;1rself so that her ciiljr3n will
(‘u

he In that we" she c>n better correlate all a

.uatter into 8 ft 11- rounle: «rogrsn, in order that 1h
StlHi nts can learn sooi working habits and form a so Li
”ovraatioo for t1e.r soriies. host important, a teacher

w "o it” 3er chiliren, learn and us s< new methods

mast qro ,,, -o“

Cf teachin . hel3 eacn chill in the tes t way for Zim,
vfliile hale’n3 him to learn to work with tne o ners ir group
activity.

Satnind and Thiri Graie Teachers statei:

Cflqiliren wrofit FY ioin . B? WOPKiP? tosether as 3 3P0u92
tflce cniliren learn res ect fOr cthers' cpini ons . fie talk
cit all our iifferences so that we are s;re we unwie stand
hfiay we behave as we do. A teacher needs to be flexible -
tnoth in herself ari her progra: of work. Eatterns do
Lianye, but plannin: work w th tne chiliren gives them a
less in; 01 join; things tonetner.

F'1'L ‘ . ‘ 1 L . r Y‘ 2
i116 teacher needs to take tie cuild where us 18 a»- then
Tjerele the weak on in the firou? while encouraflnf tne
SISPergtns in the strong ones.

, j in the room. The
to L Fer. in} she shouli have
the r reels as iniivifluals.

G PEiC? Teachers stated:

:3”

I? 1 a '
*OJIVthh Fifth, sni Sth

r71 1 o . ' . 17"
3538<3hers toiav reed to help Children learn to 11V8 1“ tme

1“'01-‘11 in which they fini thexlselves. This incluies being

EEiLEF to work with sccpl-; in SO3ietT and hanilin ~theirgown

TrS'“onsitilities as well as a fr nowleire of the tFree n's .
teEscher should always - in all ways - .e fricrlly and

l.”

A

*“3

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‘ _ ‘ "1
LE aelo ’33 student flfigfi the test use 01

:d..;LL v

1’, Z. _| ,4 v7 1’ n‘vr.‘
l Eli-)8 LUZ) Ill 1L) 11m. 1: L, 0

Cf “riM” inrorterce is tLe sevelc :rc o? t01-rotc1

worfl_: :i‘tiZs"s.

If 9 tea oer is concrrrei oxer t1e develoorc*" of the

chili, sx€ U111 eiwoete that chili nni ac ll jet th

"ecero"“' s; is: mstt r as well. host “ocrtsnt 1s t1e
e

. . . W T". - ‘ fir J —-’\ I‘1 : . fjl‘.’ _. ‘l'x. '
a“‘ 1:1111 1 n1a].. .Lae ‘tes 1er $310.51. C ”,6 111n1
l n A
A ‘ \J

~ ~ - - -. 1 . , H 1. 3
~ teechsr snonlfl know 60o: 31 11, 0.1 sin 1-1r :c -s,
. , _ 7V 1'” ‘ L‘— ‘ < I. ‘1 r», - c
t i tirr M: fleuihlg, enorvri'Lo ”IKWJé35 J6 loos. ~fi11€t3m€ua
t ‘ is recessary, too.
L . I

- -. - 1 ~ 1,. (1'11' 4 who; 'r
I- tee-ner's first tag- 18 .o .tlg tflo -h-l- - .- U16“
I 0 ° -
Z . . ’1- 1. A‘ 1'" \‘ fl" ‘ TH 3‘01: 1:11
trPrSICion into ”Culh.-tf 1116. uztl -1t11.n ~ 1
. . x I‘ .v f“
:lLNLH. “r " lor LP 330 e 0:. .ost iuccrtcnt.

_1 , 1 1 .;_ a 1 , ‘ ,_ . !"‘.' H q .- 9 ‘Ln _ Yb SllOqu \ fivtst

-intner tflwfl stress b4: taree A s , e tewmhl+ 1. ’t

' ‘, ‘ : J -. 0 3' rr’ v1.1 7'31. "1’ 11"";3. . CO__S Hi 1.

T3880 1 680.”! ’3 -11 ‘1 W97, OJ. lLfV) 531"" ”Z‘1 t; 11- J 10 :-

‘ o 1 o v- ,. h ‘ 7.1, .n .10 7"] -_' s.‘ a

vnxici to love. I teacher swst mc€t t1e emct1c11 eeL L1
> o a o a 2 o I ' . n ’ 1] ‘ 71’! I! r

@5381 1n11V11us child Wltfl on essy an- assured mwn € .

{.315 St’rttd'

. a a r‘ w- .1 -‘{»\_ :3 y.‘ "f'V“-
?le teacher neeis to intenrnte the child v.1 Lew PO .Um.

(9
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tn

‘ izeacher 11: :is to tma:flexihle €N11‘96Pm153}‘ d

PO {‘1 ll’l (‘I’ 3810 to Y‘I’€..SC. wt 9 CQI’I 618136;}. 3d intEfI’f‘lti-D— a-”

-pogram. eachin-r the Chili $010111 CC1213 {3111313, nu. teaczlers
”‘ " .. 3 4, 11,. ,-_ -,- 1-

aree greatly hrrienel tooay 3} 131Lr Worn .

whool Teachers stated:

sorsonslities ani of
r‘re insiie.

‘D (D
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(D
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32

th imoortsnce 01 »1€831p5
3 e

‘ e - Z 1 1. ,
331(1I“: ourselv s likes hf ot:1ers fOI Hwav Wine 0 '*5t ie
' q‘ttemtt to develov a so rit of inie enie: «1 31-

Z. 1

.1.

1. o . w, ‘2“. ‘ Cf. ,:l:‘.

13C€)tin S‘TP”tWOrs oni eg1ust1rj to tu:.: -:.ei 1V
zer31ip are also stress e:

1? O .
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3
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Ho

 

 

 

 

F3

‘l ‘7 o > '1 u ~. M ' 1 '“‘, . I)
-e aunior end gibh 9330 1 151

51

icing - for ourselves.

In CteUpetionrl therabr ve lenrr t' 1

IW orthxrs is *lecagi on 1fi1e str*;’r1 tutnirfii Cf 1MB: 1e: :11 the
lee CF leiszrfl time, actively en1*:xroFiteLly, as ir1.11vi1uels.
Ir siedt sevir , I strive to Rees the chill Uh LO n13 irede,
waetter it is eleuertery or junior hi"n. I Fuel tlct I

;;st Hel‘ ee‘n chili, iriiv1luelly, eU‘ tee: tflp m1: je ts

so that He 'ill liae teem.

IU xecrin‘ conuervetion, w; try to teezh the youn“sters

IAFt tad" will reel to mecv in order to “DPtIHUG From

vu-;re t 12' er( 'Juth tiriir Ennziinap.

lit wouli he iiefil to be etle to teach sehcx'l without any
irterrufitions. It is recesserx for the tee C711er to prorii
scrrtn r” F‘r exeri st.l:nt. Wetltr it le 10? t36 reterdei
’11311, t1 axere , or the telentei. Tzere LUSt 95 ”T”031
ti) t1e st l»rts in t1e s ‘ject amtter sc that they will went
tca “at it.

teacher 0‘? make it fiossible

l‘firreecz; s 92‘: eree in wi:ic’:1 the.
inlivifiuel exill wrile

:«or each Stfiimnt to 1evelcr some
:CrViP? together as a group.

:roucs on Chili Betwelc Ument, Human
n Studies, we acreed the t it is

—n o“.ert1r1tv tc develop
es wit1in his pctentialities
lif’e es he
C18? DCGCS

firing recevt stzdv
ael T-tions r111 CurricUlm
hC:cessary to "ive eve r3 czili

kllowledge, ski lls eri attitL:
SC> thet he will 1e able to Fit effectively into
ti.ll.live t in our lemocrecv. Therefore, 8 te
r

j
to be flexit le in orxer to gro w witn Aer Sbld

Ctm

m

{DU}

Irl teachin' saeech eri irenlatics, aclio has its 91303 9
a “He iun of COmmunicatior- and help 5 to give the st 11ert
a f'eeling; for better relatiors Jitnin a communitv and F
a 5300131 cenaflflusness.

1 01"

J

 

L1 \
{‘0

,,
(n l ' ‘ . ‘ -. ~ ~ - r ' f 1 v . ‘ ’ f " ' .‘ 4 ‘P
lJC £0110w1n~ are commen at; gale OJ EaPlOdS eleuentor:

L 7, , - o‘ ' ' _ A. - - ‘A ,1 . - O .. . .- . r‘

geaeacrs. ‘Amne a”: Offlfinu use 01 rallo, 1n general, as a

Classrcom teachirwjtxxil. Other comments pertain to specilic

VP gWams. 'Phe final seaments incluied in tdis cha ter are

Cf

+' 1“ A -, ,4.‘ ‘—. - L- l x - o a. *1
ulrse made nfi tme teee ”er concern1n, oer

“Cflli like to see raiio eixcstion fulfill.

Ilerertary Teachers statel:

{alio “ixrs tHe enillren sometnin" S 831811? for them. The
‘“r0¢ra”s ces be correlatei wits art a 1 other subject
'liSC‘.‘SSlOI’1o :13 well as 136-1177; L186; With CthCl” VlSlAB ”l'j .
g‘oreti es, it the ehillren hiss some of the voris usev lose
‘the storv, theuéh.

7Ihe ehillren iidn't seen as interested this year in the

fueoeram as ttwy'ifi i the lrrz .atic storY Of 133” V63P° Lip"
€11fojei the fami lirr har eters each week, tne PECeti t on
<3? woris. Lhe1. cow 1 identify tiemselves with 9““18
LSL*“ins, it fate trem1 a lift, eni tieir listenifi% atti tude

"33 91W8TS good.

(D

\0

_ y 7
SU dents have nrcw'n to like ”:olly at ruffy better.

(2.
8n tle" are at home , trey always liste . Last year's
pusoiram was too old for mjy group of :irst fraiers.

n 1 1' Tx 1' ‘I, o
I 'think they enjo3 "Pollv ani fuffy” an; ”Uncle Jan pest,

CLTt let'sszuui tlie cijlghwre t1cmselwts. The CfiildPED

-—Swerel tney likedthe stories, son-s, rtythm actions,

r-i :oems test--in that orler. T16) seemed to renemher

_ i.‘? e fire ietails about the different prcgrams and enjsved

£1633; all

* -19V? to “ive ralio oro: raxs seccndaiva :ttertion in mr

P?<>:, for it takes m: ch strict iis iplin to keen them
5 6t enough to 1e sole to hear.

I

R?5Y70 he 1? s the chiliree to leerr to we qood attertive
153t‘fier'S. Tter oar ularly like t:1e recreation ideas
of -Lin er “lavs anl 1 It 913 O helps t99~ to

16937n new words.

Ull’l S.

ge ffiind ’Story Tim " opens a: all sorts of new things
83;: 1‘s to flhi 1n b0 Chis arl to talk about. We nave fun
igha out tn? stories, too.

 

_’\
c);
.. . r» H o t l A-‘. I ' V
":c-ly ni 'u~.; 18 a fascrite anl nel.s Luz c111.ren
leerw a lot oi new woris. It ties in nicely with orr
lan;:aae worx. T38 chillrer especially en oy the actions
ari 97r"er elavs, too. We'd like some every time.
The pro; an are well preoarefi, tut we lon' t have enou"
rai'os in our school so that we can all li Ht
Ctr staicnts have ra:¥io an: television in their hose. and
r‘o a lot of listen nr outsiie of school flours so that it
s not of try freat interest to them in conrection with

in school SVbjGCtS.

We're notei definit

I‘lly and :uffy" i a .i‘
llfpef%fl“t actix tx' Le
anneal. But, h st ,ll,
far as xv first fro ers er
I nave chmzl'flie "It's oto
with m7 7rC“‘ in ie\:lopin
enlar in? vocabular5_e., rn

literature. I have found

ari the ohilirar look

improv

forwari

ement in listerirf

n1; -t of each week. each
varigi “ofrrm ha" a srecial

:clly on} Puffy are real, as
e “oncerned

:J a” proarams very H1

C 7*‘01 trfl>its CH7 list€r~i irj

i imnrovinf tdeir taste in

the tent)als extrenely helpful,
to each broadcast.

The ”T or Twins” helo em hasize health hatits which
Or» ,
we are try ir.n to establish, rnl it correlates well with
our he Wltli ro re It is efFe ect _mx in hrirfiinj hone to
1‘ or iliren the facts we wish to teach.
1 o o ' o . o 9 _ ‘
The aninrls ~n 'Tiptop TVIDS' program were Ver" good.
The shiliren talkei a little too fast; tie beginning
of th: nr0“”a. was clearer than the lost oart.
“y oniliren rote hereq best what tge ?aty .leugpzt ate
so, p,rh:::, ctn'r switahle "rooen treakfast foods co li
haxc been stressed.
I think stressing the less of fear of th. ioctor was
irstrulental in all my chiliren's being vaccinated ani
14-1. 5,3111 28 A.
' ;. o l' c o . :7 ..‘ _,‘W 1.3 ‘ v‘- ' ‘9‘
Tioton Twins is fine arl 4*8 7c); Culll Buybal, H4-l€
bein~ worthVWile. Xe couli Hare 'sei the hettor hrrakfast
“reera. eHrller in the wear, imc'ever.

‘ . ~ .- ‘ ‘ 1

Tne scienc; mroora- Atlas
‘1

9Y1 to le°rr new words.

to "Tiotop Twins"
:'tion.

H

he helps us

learn .

011‘" I’COJ;

ec eéially, when we

1“qu
Ve‘.s

r w words and ileas

U ‘-
r-..

a ‘- ,. r- A y A v.4- ‘ . o . 4- -
on” Frure' * a LP~ 9T: 'sei so P J10, is? la is an
. ‘ nomc 11‘:

He hove found ”Tell .6 About “iohi‘on” 2 3: :“ul tool

iv tn: te923flrvr(3f Hiziigor nisto'f. f‘vn; inns slreaiy
some over thr metcvial. the nrorron s uaniZCS it: if we
haxe rot “ore OVer it, it serves to introivc: it. Chiliren
sometimes se' virei of routire, ani this VPOViies a

t . ,
)16979Ut onsti ding Rid. If I for*et
.he Drofirfim, the oniliren remind me of it.

('1'

’fte ohilireo svem to
Use tells e”
hehini my 3
is less io+e

better, the rev chle
0 frem is

We- t ahi tgere

good as review.

" A.
.7,
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O
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J
'"S
r...“ O

7 I I 1 1 _~ 0 ’ .H ‘ . f!‘ ‘0 1 0 H _‘ 7.,
He llde veto tne swi nee an; the iltflln Our Lani proaram .

It helps t

0‘
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1
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u
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b.
[—10
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O

sni” helos us to learn patience in listENint
s .*i aiis 0010? to ur classroom. It is a release
qtine 9rd 3 rest from the monotony of regular

‘
Ii
0

4

'4“ Cf
(T ,

. H-
14; I3
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IPie re;:o ,re, ”MS 855 a i-l,1Ll Su M ement to our teacling.
‘1’] ‘ . I“ ‘ . "\ I“ '\ ": ‘- " ‘1'" ‘V " 'f’ 1“. I 4' .3 “ ': 3“ a" p
lale cuilire“ were disag,oinbe1, deU a, tie» the eniinh oi

‘- ‘ r f‘ ‘ ‘ Q 1" . V /\
1199s ween'a star 'a not i\ n.

\
e listen to\ln31e Don. Lptgin Cir Veni, ori
fuoosrerq fvcrvore must listen, so '"
fi?‘i iflrt tk- shillren takifi” “firt
CGTW=fi17 *0 tQ k :leerly. e Thioet

Licligan

‘W? Tiol t10+ botn t3?

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I"" I”. ‘L” r‘ L} LC} t1 file, ‘A’n’r 1b'-"; I LO LIIEIJ].-I Mf'xL" '- J- 1L;
A
J“ T . ‘_ N ‘ ’ ‘ ‘ o - N _‘ ,‘ [71' : o _n _‘
~~I‘ see: , o 1 tlfi “1513 uro ‘en. leis lest gixes :1:
C”: 1 Pt‘ d "01 svleotion of ‘Jfé and 9“ »"‘Pe:i:tfob
L\ f- ‘ .5... _ ‘
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CIA L— : __: >'_ L ,‘1 0 ’ _‘, 7‘ n. .~ ( . 1 n “
‘f3 lon':,;1hie theme LC) giszuss tkn~ peo.rvaos a :1, Citeru
1‘ u’ - .» x-L. '- r-x “ ;~ ‘- l - A v. -
’"e ’76:"??? Nylon is 9001‘, 1‘30 -' , T" :1. 11' ‘u 3;? r‘ “ C“: 'lz" .-
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nb‘u u 1'; 16.91%. L-‘.r 01:53: .LS :1 b1). 'I'QU , W“: L; -L. :_o
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“ovulx' izr’io win, Sig-‘1'!“ q! titre *8 “SK 81” Sougl l.-G

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1111719 a . 11.; u 1 , .. ': S 33 ’1- i ere: i; F3 vino : .116”? '11 11.11: 711C- ‘

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wwr 1t-. last no 1 w, lisU11e1 *o tn— .rkstic t1 1
*Vs1 . nu ma 7 «L-i 11-, t~ '1 1:1: 1% 't 1 we a
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(3‘ L 66 [Crrll’l 58 / L LCA\ , 87W LI LF: 1 SDOIXKZ LL; 1.1-: LCLqCLlLl
- - . . r r- 1 “ 1‘ ‘ I'- l : H ' 1
.ract‘) Fr~ l°bll ion“ o- Is Ix;1rt31. t:.1 1n ,zo cr>rc.;nif.

Tue attituios b ilt t 1r033n the " itnin “ur L3-ni" 0° ma.
’xcellent. by olier children watch the ralio techni71w s
~nunciation very carefully, so that tmev c:n io t.a1r
l

assrcou br011-Jot

-3' r‘ —. ‘2 1. A ' 1‘ " . . O ' r - 1'4 4 A r ‘
1a110 1s a nelolul tool in teaching ior he, fog 1t crcates
'1 O

"erect atong the chiliren 1n :3; me sutjects t}- ejj are
usually lazy arout. The pr03rams coull hRVS m01: reference
to reaiin; in orler to st lUliUC nore discussion, writing,
sol art aft HP’"PlS.

In occunationnl thera y we cannot very well 11se raiia,

f r we are learning how to make things to stre n3ntm

nwscles ani there are no proirams alon; 1st line. Eesides,
' e instructions wouli oe 3iven too fast for us to follow.

o 15 a personal Lriend.
ne”s nroaicasts, as

rthoreiic r201 we have to mace plans to tse ;he
r Cr03rams, hut the childre 11 en oy them. Me
i use core pre-troaicast plannin;, tnough.

5
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Thanks to Uncle Dan and his mii li to interest c1iliren
in naturc, 1v scier ce teaéhi n3 1a bee 11 a real rl a Lwre this
year. fie irovidei t1e interest wzich n1akestne cn1_liren

€51

saver for tne1rt11er learning experiences in our science

Ly chiliren have er joyei tne "hast 's In 3 I

very much, Tley have i1? Drovei in formin:

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habits ani in memory tests.

J—

Secondary teac . rs commented 7:110 th on the use the}, ..1a.;1e

frograms Wlthln their classrooms and tne value of

:‘U
)2);

10

D
-x

rkshops to their students. There are also included. after

tiese teacher oomrents, some remarks male UV students from

‘C 9.

Moms workshop groups.

ate zimsaiirr: in oni'iL.Ql lS s11vilas
- e . rt rejran has done much to help the
ike various kin's 01 oens, too In the worksh
3 e re s ‘

14o

s . .
. M‘ —. L P I ' . \ r0: "‘ 1, 7,3, ‘
our n33t (ctiw 5 up 1 UJE Relic _ 3lC3€PS “1-3 who rea J
1 , : 1 I " _‘ O O o o ‘ D t ' \

taxe, serioasly, the PeeJOUSlLllltle: 01 rinnin: tit conti Isl
. — ‘ L< \ 1 ° N w A“

to r1 for the flellc '14ress 55stem.

m

t} ir cr-st.
«Eur Lorks -1oo activities 1el? tfi3 stvierts to he better

' 'T] . m ‘ n "1 P I" ' ‘ ‘ 1‘ N " " " '
listeners, too. iakin, o0 t .130 holes then to unlerstand
the technieues of raiio brcait3stir setter anl the tasx
of orolucin3 DrO‘r ams.

is the aven11e tlrcu. h waica xal es may come. It ran

h.te much to the classr com, should alans as used as
to teachina, but is only a means to an eni. We

”Book Clues” neeiei to 33 tsei with inteqrity.

L431
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7" in

15m 0

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it were roSSi ble.

Y v-x ' . o _‘ _o n _-

'noo- Clues' Jae orOV1de1 a Jine stimulus for furt1ering

cmatsiie reaiin . It is a real aii t3 the reaiirg grogram.
IFegfiks o be fulfil e

 

fianV of the teachers, while talkin: about the place
of‘ raiio within their own clas ssrooms, ale! mentionei sowe
Tfiieis’ theV wouli enjoy seeing fuliillei hV eiucational

cats

)1.)
[.Jo

Pajiic in the COMlnT years. :118 wouli SE 8” t0 lni
tlail tdsV are interested not only in at is EVE ila 13.le to them
“9&1, hut are also concerned over the further correlation of
P895110 within t 1*ir te eathinf scheflule as a useful tool. some
of iiiese needs were expressed as follows:

Ii: weuli help us if the programs could be iore closely
CCIPrelate-ci vith our curriculum schedule.

3e neei tette er re? eotion for the children seenei to
listen better it ring he last part of the story agile
they Jere rot able to understa ni it at first.

anixpfil'voices, inrere

oven thoufn txe cailiren enj3v the
isn't eroujd action to keep tne inte1°est of the chiliren
for they get restless a d inattentive.

Our first :raiers sometimes cannot unlcrstand the worls,
e speakinx is too fast for then.

We no e1 all t1e visual aid snafe tions oossible, to US;
witn tW* "rOjrams for first gralcrs.

‘A‘l

— '. .v '0 L‘fi
, time, lor the

We wonli eniov core acuion, sole GVQPJ
first braiers. ilso, ve sometimes tire of listenini tie
firSt hour in the morrln? but wouli like to he atle to
choose from, “crhaos. two iifferert times.

We need to have more raflios in the school so that more than

one room can be using them.

'Tiie chiliren lik: to feel a art of the projran by 101.:
some hinr, too, Mt thy broawl astinr person.

Ivor my third aralers I woulfl enjoy mor — information on

social st iies ani science in a bro alc st.

fSince fourth graders are still hero- worshipe1 rs, I would
like to 7"e atle to use tro :rams on :reat Ameri3arsin

connection with o r history. Also, the chillret would

‘“e better ahle to niers tani the or *ron if the stxJents
taking fiart in the broaiotst wo old nunci-: te nore clearly.
lie just don't always have time to listen.

:[t wouli help the teachin: of social stuiies, if tie
‘Drooram JCUli follow the curriculum in suoject matter
Iximitei tit-1e for listeni ng, preparation, ani utilization
1_s rlso a consiieration in our use of the program.

E never seem to have time for adeoaate utilizmtio
“JTten, I feel that the program has too mUCJ 'enter thirirr'
arid not enough subject matter.

I21 the nlatoon svsten, it wouli he eas sie for we to use
tzane recor‘wnrc which I could pla" ba3k for c class at
IHOIe convenient times. The “re"rum, seen to come at tie
MUFQng time for every class I teach.

' reed a "001 raiio for listeninj. “e could also use a

0 re x of eleneztary social studies.

J Le.
1U

Fjgint Puhlic Schools. finot

8V.:rage school chili or youth. Following are soae anew

p , o
1rcnn young tzo le t1emselves w1o 1 re, at some prev1o;i

1 "orli lli? More or:-hroaicsst plannin< sn‘ estions
.139 tein* P‘i-le t: have a choice of hroalcrst times
or t7e t"€7 t olav te:k later, we‘ll be hel'“ul.
comnlet: series in sociel stulies for fourth to sirt
rra e is also reeied.

e couli w ll is a series on civics or ”ioni:an :13
for nae JUULCP hi'd l€VL1. Also, a tare recorjiu o
_ “in? C“ t1= Conscitation coull be used at difieren

o Us
waiefl couli correlate music, ait. ani literatnre in
ir"n:atic fresentation.

‘or Junior Ffirg1 'nrlish I vwr Li like t
Y,

Tn ou n 1:”e care ul utilization in Janior Hi 1 :n*l

neei to t:ac:.tflre soultrts te exaluat; their listrni
cartfnlly, 7~ot7'1 in but classroom rnl outside. Aocoh

need te 7e able to stress VSlLUo, attituies, cal cent: ts
more taon just subject getter.

9or worksho: froris in Senior Fi;n Speech, we neel.

exte :sixw3 ueilities tfiuni just a utljx3'a1lress arse

i 3ioal‘r office where it is in? cossi‘le macs

r1 tEr; :Jrifii
f‘ tile tirqe.

_' o_ \E p L‘ _‘ H a 0 ~ ' _o‘ ‘7' o \ . ‘ . . a
.-ee_t c. tn 31ace raiio enjoys filtlln the classroous

' cw 1- 71 . . .. ,. c1 :- 2“ : . ~ . ~ ' ~
f£?t OL c1: value c1 tie rai1o worlslioo exuer1erce to

~fifi1ers of raiio workshop grouos.

'1: 3reat deal of time anl hard worl
<Df each raiio show, but the sers
Cenne with a 3001 oroductio was s wgrt1 tie eff
Inlt forth." Mary Alice S‘in1:r

‘Dppmrtunity. tflmt we
a: oreciate what we or

4
d,
I

’er are esetoially 3rateful fc r our exocrience in a
*Il'lile in scnool in Flint. 5e are finlin that we ha
1A-oh better under staniin of Wiat radio ca contrihu
tC) elementary education than our unixersity (Hicpi'e
Cilassmates whose hifih schools did not oroxide such
' le arne in Flint helps us to
o t

p...’
m
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e tei n3 taujht right n

i went into the ma»
of setisfa ction ti;
N1

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8

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tory
r: tlio
t ti

. v. . 'F . ‘y '1 " '7 l_ T'F
can p17: a Vitil part in t1, elr entsr cla src01. 13
‘.- .: 1. .1 ‘ J. - .- ,. j‘. ‘ 1 ° .
srln s c13racteis alch, JE~OE fee ts meanin: al,

LOV ‘ .L‘ ‘ “I , O 1 _: +_ '\"\F\"q L‘, O 1': ‘ \
stimulctes t1e C1ill's 1ma-fir1 stion, fosters itcl oJlKn n3,
0‘ Y“ I \ ‘fl (‘1‘ y‘1‘,‘l r‘ l 3F -. '1
13!.1Aq (' C'V CI 1 4L 9 ;.L‘ .60 birn-‘.p L \/Ll.

—\ _ 1, —‘ r‘ ‘ - ’- -
1 rnsrs . nef 1 J01n -3 <3o.t
'1' 0- O A N - ‘ ‘ : I 0
. . . xtcticularly V91U2gl€ 1cs be r #1. rs3oclotion

°1_‘ 4.‘ ~ n 1. fl 3 4.1.. 3 01-4. .,—1 -1 1-
w131 c31rr nsuvers, coooeratios, an. Joe 8 illty to r r1
es a tea; cri, m3st {woorttnt of P11, lecrrin“ 104 to et

‘ H
(ll-‘1“ 1 1 1:31 “(403184. Ovl ;{C\,c I 3
f, \ o O ‘ , in .1 -~-
. . our iraqotizstior n 33101033

h33~~-‘.'14- 1‘0 111' O
'1'-'..‘«J.U -LQ Al £,-.L ..

t r

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-on t1: nistory sn1
n Y

s
sociolc V, “CC to literature
we acscr*ei i“ “resenting many of the worll 3 fine
storizs. “rrhaps, Lest of cll, ralio worrchoi tao‘nt vs
the i :3rt133‘ o“ :“pectiwe +eamw3rk Fuentin Kesbit

' I o

J . . . I fo:nd t1rt ‘ooi s CPBST”“SJI‘ was not a term

aonlie’ solelv TO st1 stic e3iearcrs €31 taat nnselflish
a o A M l! 1 ,. -v-

SGP'ICC 1s life's freatest :ooi. inelua . Isc.

'Eadio Workshon taijht me 10w to role rstani jeo Ople, t
iifferences, ari t1uir fro 03lrrs Joyce Cr3n:ilu.- nd

lr '- - m
T111 151 JtJC‘I”..;S Of 8.

n . , . 1% all lenrnej to i tron?
i ideas, acceoted ani eftse

Mt.

as e sroop. We exchenje

iieas, ani learnei woy soge wure better than H1e 3.

low grateful I':c been for this 3reparation for su3cessful
livini.” Naomi sualtz

"R Mio Torkshon waS‘fi12nmst imnortant exporience o
3301 life. It teufiht as a sense of resnon3ii
learnei t1at t1e young “tools of toiay wonli
leaiers of tomorrow. I be an to realize the
of strairht thinkin , the necessity for knowl-
onerr -ncrt ini of neople, ani ;merican youth'
res 3onsihilitv to other young oeoole. The wort
t9U31t me feit Feit1 is ver" imwortant in th_s .0511
03 ”else 3 r v. I learnei that even throU3h the c1033
on, ani false consents, we must believe
eece ani ri ;t cvn nrevail." V

C) 'J

O) (D H' (1)
”3(39-

7‘ O
z“ ? ‘30? 1.1? ‘1 l E? S

"I shall c1erish my Jorkshop experience until the it? I
die. It was my trainin3 ground Eecquse of the spirit eni
Conf1dence it {ave to we. I belongei to sonethinq wor'
~33 my world of ex ress ion. I‘ *
.hititlon that I hai lockei n3 insiii

 

A younj totier wrote, ”I *elieve the -ost “lu“bl€ thin:
I gainei fro; t2? Torkshop was tglirengg. It "eds me P
letter Uerson. Tow I know it is want a person :fi tlet
co fin s----not his reli ion, 1is nP tionslity, or tne color

cf his skin.

A neusewife wrote, "The freetest velue I gainei fro” Rsiio
'chSUcU trainint is 2 better un”erstaniini and aUUUPriUti
o? the broalcast meiia 1n1 t1eir poteUtislitics.

Con: Unicstion is of t1e freatest infiortsncc in toiev's
tPPPlei vrorll. Its never can reach frOU peoples t3 other
Peoples. or fron ttrPnts to U ople. Ionever, 'c" realize
tnst strife reed not he E23 Est c3“ ct 211? Re p P Utei

8‘ )
throwsh connuniCPt on. Lni where Kst in our
tnrcsjn our own chocls, Uni w1tU our own 30Uth. can we
better coniition tie soil of underst n i 7 fo or t1is value
, its more effective use“ He cUUnot reach lenis of
3th r lencneie Uni CUlture until we first rescr each otn r
tuient worksdops Ml Ut tne seed of this evelo‘r‘rt QUd
tsnt the roots ere hePltz1y and Urobing :Urtxer sn‘
tner afieli. Tron tmese, the s el en flower into
e riinfi Uri young erple can ert r the WOPElDf worli
r? that Peace is gainei U in lemerts of war
communication. Ticre is

Q) cf- 1"“ *3

T N (1')
5"C1"

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r " r)‘
3
O
{3 1.
LY

1m13P more tfivrt could

o 1
Fe 3 i from so manv dinferert vieoni ts. ; owesver, this
is what has cone to my mini JOSt FUeU1ertly iur1.: my years
in collef; Prvirmxv es U potential.1n%1er Prxikumnemcker. Ii‘
m7 chilllen can ncxe the Opportunity to experience t_e
pUclgction ectivity, tne plBESQPG in U job well ere, t1e
sense of brothz:rh1 oi Uni ”togct1crness" wgicfi I JUinei with
yPU end all the Jorkshopjcrs, I will ever be grateful."

:ron1ell of these comments it would PUUear tnat, snong the
ilvxT1mrt UV Uni secondary tescfiers Plike, there prevails the
VPirzerv ed cetiorel philos phy thPt it is more imUortsnt to

1 ‘l

“(in iriiviluel csiliren than it is to tescn s;:

t v-- t +31:

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(D
O

“153 belie? seems to be Urevslent thrOUthUt the scnacl syst

3P ‘I P‘ A , o ' v _ 1" o 'v . ’N v— »“ ‘A
03 t.~ Urec:31n c01 arts, 1t OUld sees Us well t1at t1e

'1.” It. ne V C I’

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UO“:rnlic as one 1tre effective tool in aidinfi the tGCCHiFT

€17...

my? r“ w 1? -
\/ L‘s-h LJLL |I III
» v- v' T‘ _.‘\~'(‘. fl'r .4 '7‘va J? ‘ «-/‘ ls“ ‘

l 1 A.)\ A ‘Int \a.) I .1- -‘LJ. . Li ,1} I p‘ _,'l

"' 3,. z.« ,-;.. 1.1 . . " ,'.t ,3,

.Ll’i 01” 11,3.“ cg; ’f.‘ 511:. :1 on“ U111; :‘fl‘ VU ‘ a
_fi 0 O . - -. Q o
loroa1cast it IS nece3‘ar“ to Lnow wnat OUJ

;“ram.L31. In einca’ionel raiio broaicasti
y assumed that its 0 jectives are the sam
<3ational O'JnCtiVES. "ow ver, there are

<3f cvslwmlior. )1-lerent kinds of rating
{lires have *wen level ocd for use in as
2131 elucetional ‘rocicastin: stations.

53-19HQ toe report

1
\

fRDrm of Ohio State Unchrsity ups cistriogcel ;o the te
sking their evalue tion of the pro:ran, oxentxr s for
Cfifi lirerq ' 'This ’Wlesticnfixire feirxai for tim3.*ejirt 1e1fl, so“
i('ea of the number of children listening, the ares “9 tne
lisstening grou s, wnether or not they even had 9 reiio in

a
'w‘

16 for Lulnn;c1

scnool,

UPOgtem.

menf

any scho

Il“ ‘ 'rv‘
LbLA. —|-L
noq “r' r:
._LaL_v \-‘.A. -.
I. 0 , 3“
BCth’ tLi

O 0
n5 it 1*
e as fcne

verio
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scales

01

At the conelasion of lihfi—lCEO school year,
‘2': ' ' g ‘
d-llJer sent to @231 te e301cr a‘ 'tet's «v;l:3te' sne

s were varied. Lost tea

Hi 0:-

lo

.1.‘.. --. ,. . a .
‘-7"\" 3-4 ‘1‘
J4 LKJ *'I \J _)1. C~A Lu) ,

t, .s \

Cl rrportei they were listeninf to Mill
ncrnily switei to classroom listen in§5 Ls”
irorijen,n3 students' interests, stiuvla in

O - V- O t.
7": .1. UV ‘3 L; Ll "

3
Luna

1“; (N s /‘\
J. 2,. -_ k)

\ v15.
at 1--

118

~ A $— '

(“1.3 bl
-- 4. 3

3 C‘ Ct, 15:.

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'1

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many of
.5:

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tievI 911

‘ation

g -.,

no
A'&{: 141 -C) vqu

0 1'1

for; taken from the evaluation

ac hers

all well

forni,

v
O “73! .‘_

fell

,
tne

next year, 10-

for each series.

1

J V)

.L

e i so that there were no

rA

that o rt C11? show,

to he answerei in t‘

‘
V 'ch‘
v3;

7'» v _0
:n overall questio.

liked best

ated results on the evaluati

n1 - fl, 9'
.Llule

A

story was popular as

anl dramatic programs. The second 9&33

+- - h , n.-. r. 1 ,1.
ulcnn form for each rah was the same

pro

(131

that 87.814163 to

333E? throught these years. The manuals, accor

4‘ o
teacflqers nster‘nE

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the questions, had become

ince radio listenine

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within the last year.

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9:1 ih’proved there were fewer comments about

During the current ve t

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out (Dne final evaluatin sheet, eae PPOCP

asli

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d eual progra1

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Out the year. answer to the qnestiens aske

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and the
be accomplished by the series re
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facilitie

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; questionsof the teachers throu5h-

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oi the first semester aooat the Toll: an1 -uflJ pro5ran,

Host successful part of the program was finger plays, the

and group participation activities. The least success-
ful were activities requirin5 space and love: ent too far from
the radio. The Aether ioose Kitchen should be omitted for

the yietures were too small. Stories that would be more
appealing to the Children 3hr ld oe a dded to the series. It

f5ested that programs on health, safety, and animals

H.
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he included. All of these suggestions were incorporated
the second semester' 5 programs.
In a quss ti: n1ire 3 nt Grit on receotic on n TipTep

Twins the fellox-Jin n5 results were on taine i. Twenty-two

schools reported thirty-one teachers gettinj goei reception.

1? Freet-Zisemann radios were used, h Public Address systems,
and o other kinds of radios. Eleven schools and thirteen

teachers rep orted snags in reception and three schools and
three teachers reported poor reception. Further comments
are included in the form in the appendix.
In general it has been found by the radio education

staff to be true that where ooor reception was reported the

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a small portab e completely unsuited to

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teacher vJa

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classroom listening. Freeuently she would have the volume
turned so hi5h that a 5reat«de5ree of distortion would result.
The same pro 5ra1 listened to by children over an adeeuate

{as reported clear and distinct.

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However, there was occasionally difficrlty in clarity and

0 station because of a

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often the trouble developed at therad
difference in speeds that the tapes were recorded and ylayed

s can be overcome with the use of

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back for *roadeast. T'i
school studio facilities.

llrorfn these years of evaluation, it would seem that

the most often made criticism has en on clarit ;. hiss

ear w y of oper aoinr has * en lar5elv respon-
1 3 Fe have had to record in the hi1h school

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are not of excellent broadcast calitre or

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Stfld' OS If: LLCll
'down the line” to the local ccnnercia1l stations.
wwv is adquate. From the c1 ecks W%'1uflh‘ been able; to

make, an; of as teacher comments on enunciation of the
actors has be en unfounde ed, and the technical difficulties
will be eliminated with our own station broadcastinn.
However, the eval‘ction of too fast a pace is valid and

of censtant concern."

of proerams is expected to continue so

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The evalu atio

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both tea1chers and students in relation to the

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proarams an the manual material.

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In reviewing this historical study of Tlin Public
Schools, it world seem to indicate that Flint schools have
been ahle to envision the use of radio as an effective teach-
ing tool. There was a definite oerio od of growth and develop-
ment durin 5w which the pr03rams broadcast by the schools were

intermittent and handled as public r lations broadcasts by

many different 8 people. Then a plan for a re3ular

r-school programs emerged. After a transition

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period, a io Education Department was fiorned with a

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competent s e respon sizle for the broadcastin

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regular series of in-seheol programs. How the were has been

completed for the broadcastin,‘1 Operation of a school-owned

radio station, UFTE.

Elint schools have followed in general tne sane pattern
developnent as educational radio throu'hout the n tion.
In 1920, broadcasting was being enthus i-1st ic:1lly received and
by IC22 the growth of radio stations had mushroomed. In
these early years, educators also were experimenting in the

field of radio. The oroadcaSts were of a sporadic n ture

until

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1

1e great sur5e of interest and 5rowth around 1925
The Federal Radio Act of 1927 followed by the depression

were contributing factors to the decline of eruca 1onal

radio. After this period, government guidance and central

had been developed so that tiere was a 3ra lusl and ste1dy
growth both in co nerc : and educational b oadcasti n:
Because of t1e ' eurn1o‘s trai 1nin5 TPO Pt“ car°ied out by

the firmed Forces during World Len ll, an increased signifi-

cance was 511 en to all auiio- v1 sual aids and placei on radio
as a teaching tool. A more recent encoura3ement to educat-

broadcastina interests was the develo ment of FM and

1L)-

3

the FCC rulina which allocated five 1M channels for

educational nroadcasting.
The factors had correspondin3 results in the develop-

nt Iublic Schools. Certain schools in

r—lo

nent of raiio in ~
Flint bejan Cy using local commercial stations as a puolic

_1

relations meiiun. The enthusiasm of the educators presen ing
these pr03rams seemed to be reflected in the acceptance and

support given them by students, parents, and the community

J.

as a whole. As the Hoard of u ucation realized the impetus
in the schools and comnunity, it also (are support. These
pioneer broadcasting educators attempted to know and under-
stand fi1e pro lCmis and nee:ls of theccm1un1tv as well as

to present the work being done in the schools. Ty making
friends with the Various organizations and civic-minCed
individuals within t1e cornunity, the administrators were
atle to exercise greater insight, leadership, and service.

ls the community interest in what the schools were doing

My

increased, the number of programs a week also increaded to
give additional service to the public and make avoilalle to

students opportunities to broadcast. The schools used every

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possible rmxnm3 awhilalle to then.to ;qwxurte and puklicise
these pro“r°ns in orier to "ttrsct t lcrgest Tossinle

km 71 siministrators also used tnis onscr-

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tunitv to try i Jf erent wa"s of re king and irforming this

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nce effectively. Not only did tne community

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public and
seem pleesed with the efforts of the schools in using this

new medium of c nnu.icetion, but the 13091 001mercial stations
also were most ooogerative. Tnis spirit of COOperstion and

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seistsnce setseen tne

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stations ens Le schools was of mu ual jonefit and in a large

part directly resm> nsi‘s ie for the continued expansion of
edicstionzl jrc r m3.

Lxcntsellv , in Grier to ere are stu;€fit3 t0 nartici-

. .I .. . . 1‘ ,‘ ... ‘ 7.- . .- I
nste, ;nglisn nnl _Aeeci tescxcrs JJ,

-or 019 ssro::m listening. lee project clerscterized s yeér
of transition, tqe teginning of in-school brosicsstin: 0?

Flint schools oner coxuercisl facilities. 1

(~4

bothered by one of the more comm<n pro> mus among other
school systems, that of winning nopul r support. Th. year

a .10 ~ .- " V1 . v-7 0
CI le_-l€h9 was one of fire t cnenge an; grout: in philosophy,
and sunnort from the public was gainel for the sonools were
‘45:} . .. . ‘ ' '
Ci.ering tne strdents a unique and Lpgrec;hted serv-

«Oreover, they seemed to be wble to tell tie s torv of radio

to“the rifint neoule at the right time. They soaer .*-tly had

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" ~ -, J. y ‘ ~ - 4- , .7 \ x r r~ . ,‘ 1“ -:
tale courage to sent to ,ut a n.» wra- er on Mn cll aroduct --
egracation --, to want to out into tlfi teac“<mmfl :11 is anotnor

'tocl to rake education Vital and worthwaile.

l-’-

fl A. 1,- v. ,. H ., 4. . 1 ._ 4. - A p
urcn tie : LSLHt sued, t 18 a oarcnt tlat rune oi

tfl1ece forward novin: ste,r s cmlld have teen taken without the
eulthusiasm and untiring work of far—131ted edtc1tors the
ir1centive of civic pride within the community, he continuous
cooperation of the local commercial statians, and the under-
standing and sympathy of the Board of education and the
.yuperintendent of Schools. One of the mizn stretcrs

1-13 rumer ntal in aiding the later growth of radio in the Flint
31013 was Dr. Lark I. dills, ou1crlnte dent of Schools from

\‘ up '1 5:”) '1? w 3 . in:-
3/3H7 u. l ,L ”e lirn J sellavei taut

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a :melium that young neople were list

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ning to so e::tensi1vely

\Ji_tnin their n

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the schools should also ta}:e reso: sibility

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{kor the :ood ralio just as they were co noel ned within

the cl

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ssroom a out good taste in reading m tcnial. He
fuzsther believed that if the schools were to develoo a gener-
atixon of young people who world know h w to u.se radio 1:ell
arid listen critically, tnen the schools would have to actuaint
their; 1—1it‘n grood oroad atinfj as school "OI/111813891“ Dr. 71113

‘was <y1r cer ned that the radio development in the flint scnools

COrrtrioute to the educational growth of toth participants

Ct; r so _ool personnel activel interestei in the

IHTDject and helpful in p305ran o1a.ning for classroom use

"It'P‘h h ‘. ‘V.’ .T ‘ ‘ ‘ "fi“ . ’1’- Q " fl. ~'\ ,‘.~
«*8 craan U. “anlcv, MSSlSoaflL oaoerintenoert in oncr.e of

v

.'_ ‘ .1 r-j . .. r. L . (a A -. ( -,\ : x“ T‘ r V r q. ' ‘
tne nOtt :otnxotion .ro ran; nswrcnce s. Lunioerh, “solstint
° 1 .1 : ”r . w 1.. .2 . 1.1 T1. 3. -1 ,2":
inerirtenient in UJque of Curriculum are -11 et JlelpeS;

Miss cmily Kickhafer, Curriculum Consultant;
Ingram, Director of ests, Leasnrenents and unirance; John
Ackerman, Audio-Visual Coordinator; hiss Cornelia nulier,
Health and Safety Coordinatir; and Dr. Myrtle Black,
Director of Adult Education.

Having successfully established a series 1 outlic
relations orograms using both students ana teachers as
participants to interjret tne schools to the community over

1 ‘

local co_merciel facilities, the nex‘ ocjoctive of tne {lint

u.

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presented thus far into an orcanizod, cooriinatei, and well
directed program srries. Lnotner otjective was the eventual
Operation of a school—owned station for the needs ani
convenience o: the school system.

It was at this time that Kiss Ola 8. Killer Eocene

I.“
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er fO‘naed ner nro:rai of in-school listeni:

1

uelief that the gree est neea in GdUC‘thh today is For

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teachers who understani children -- their interests eni

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well as they undwrstand suhiccts. Since

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is one o the new elements in today‘s environment and

Children spend more time listenino nan they do attending

1'; T7. , , - . J— . flan ‘. ‘ r‘ -~ ‘5
senool, hiss 1 iler maintained tumt unlirectei oni onseper-

Vised raiio listening miint well have a mirked effect on

l—’°

attitudes, hatits, and points of view. Real sin; that the

listening, to help youngsters detect preps ends, and to

,1 v , ~ .1 f y 1 J—‘I ‘ fl - T ' -‘ 1 4-- --~ -- -.-‘ “I“ \ 1‘
develop “preciluion for CJE good enu TGSLSbflrCG to one nor.
- . :1 . *- ~ - . 1— J- ‘ . ---1*1 9 . ‘, w.‘\ -1 “‘,fi‘] . -. a
In crier to maintain a iien level of in-scnool pro 5ir51 ire,
' - r" '1 1 .1: '1. - *r- 12 1 —' .. M
hiss n1_ier, HLCJ tne sm.f LPt of toe soar; of liucaticn, has

able to staff her exoondinfi deprrtment with hignly qualified

n3 personnel. his: Killer felt it

"‘ - ‘ 1‘ ‘ “" ‘9’ j K: I‘ O ’ ‘ > ”‘
aco t tne pro r;ie place ani importance of 1n-sc1ocl broad-

casts. Che realized tort it was necessary to make clear to

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0

V _‘ 55- O '_ _ ‘fi 1' ‘ "‘ ~'5. 1 ‘ _
COJH administrators nnl teaCners wnht educaiional croalcasts

whenever tossible. DA; exnlaineu what was being done and
urged what could and sncu d be done by talking before sonool
classro ms.

This understandinj by tho community of what tge schools
were attempting to do with radio in tne clz‘3scr: one was to

“ I 1‘” ‘ "i l.‘ , 3 ‘
on of Cu: nott loundat on

H-

beconc tangible wit1 the icnat
?ro:ram w ich enabled the Roard of Education to purchase
equipment recessary to build a SCllCOl-Okned station. Concrete
plans could then be made and effected for the eventual
operation of the station. With full knowledne of the

responS1sility involved in this bold step, Flint schools

plaruoed for the equipment, a competent staff, and a budaet

. fl ‘5‘ “ n ‘7 O ‘ A) 1 ‘. . 5 p. o
for that tne Tolrd of aducatzon nopeo we Id be su.f-ic:1.ent

for effective operation.

In looking siead t: the actual operation of the
school-owned station, SPEE, Kiss Hiller and the Ralio
Education Depa1taent have indicated tlat the following areas
of previo cs lllit tations cou Id be overcome: the tr aecast
sched ule could better meet class scaodules; the time of
broadcasts c uld b- hoverned ay tile schools; broaicasts
could be repeated for increasel usame; and the Th rece Mtl n
wou d be exsected to be better. The Flip Board of Lduc cation
seemed to he aware of what could be done with a school-owned
station. Certain seals that ralio ore l astina seemed to
accomplished.ir1fidnrrt scllools include: sni'hfo-gradinq of

te achin bv enablinz an expert teacher to present an excel-

I...)

d

e a lesson shared by many listenine to the radio; an inter-
pretation to the public of what community schools are accom-
plishins with public funds, why additional ones are necessary,
and the acquirina of those funds throuth public support; and
a better understanding by the community of the program of
the s chools .

In relation to these facts, Flint schools have planned
to make extended use of the school-owned station. The Radio
Lducetion De q>artuent has indicated that UFBV will maxe it

{kossible to overcome the obstacles of time and scheduling,

*S§§fid to use more effectively personnel and facilities. It is

SEtampected tlat BF BE will make it convenient and possible to

Yt::met the needs of students and teachers. ihus, radio broad-

casting will at last have a fair chance to become an effective

and inteiral part of the school and community life in Flint.

TJiS history has traced the development of events
pertinent to he use of radio in tlie Flint Public Schools,
as noted in the precedinh chapters. The N :iter has compiled

the available data and inferhation and followed the growth

of broadcasting activities in UllCh Flint schools par ici-
pa ted from the initial use of die hi the schools for

public ser. ice rocrams to the use 'n the schools as a

'75

SD
0')

teachina tool, well. It is hoped that this study mirht
serve as a meats of insight into the ievelopment of so hes
broadcasts and an imjetus for nther school systems to take
courage and action to plan the iner ased use of broadcast ing
:aetivities and facilities. It is further hoped that this
situdy may even be of some value to Flint students and school
gaers nnel interested in the record of Crevious development

Ems a new era of broadcasting from the school-owned station

becor nes a reality.

 

 

From this study it would appear that there are many
EPBELS that might be probed more extensively for additional
information concerning educational bread castina. It seemed
to tflae writer that particularly there is needed further
Sttmty that would Five a qualitative evaluation of school

pPOgram efforts, the effects of these programs on both

\JJ

scheelroom and conndnity audiences, the effect of the time
element in schoolroom broadcasts, the adeqaa y of prejram
technicues adi presentations, the effectiveness and possible
means of utilization within the classroom, the response to
different ty es of programs, and the receptivity to and the
retention of the ideas communiceted. Three broader, more
veneral areas the writer would like to suggest for further
study are these: the various aspects involved in the School
norkSnop Program and its effect and effectiveness; a
compilation of data ccncerninq the different radio curricula
in hiah schools throurhout the country; and the reportinq,
evaluation, and surgestions for various kinds of effective
utilization of in—school broadcasts.

All of the work of the past years in Flint has been
backed by the belief that it is mood for growing minds to be
lenccurared to use their talents to serve their schools and
'their community. Miss Ola 3. Killer has stated her looking
.ahead,

"Tndeed, we want these boys and girls to recocnize
that the frontiers of tomorrow are world-wide and
thct ralio is the quickest means of reachin: these
frontiers. Xe hope that one day they will use radio
in their chosen fields of work to serve mankind
everywhere. The aariculturist, the scientist, the
endineer, the social worker, he theologian, the
teacher can use radio to reach th minds of men --
to create that better world for which so many gener-
ations have fought and died. We have faith that our

school radio service today may foster a significant
‘world service tomorrow.”

 

 

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lerton Conference, unpublished reptrt, Urbana:
ldniversity of Illinois, July lQhQ. 30 pp.

116 £., "How To utilized the Radio in
. shed ha_s ter‘s The- sis
oOLrthnr: California, l93”.

‘r _o 7 , H T ' -.- ' ' f . ‘ ' NI rs
Lamina, da<er, distory of Rai1 o educatie- at mic 1~dn
er ." Unpublished haster's The: is, di

0‘ J

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Iladal, Ruth, ”burvM o a.
‘Cluools."1npublished Lester s Thesis, m

ihropshire, . illiam 8., ”as 5ar1ey Analvsis 3f Cgfiteyw—
Enmary Trends in hdueatio.al Raiio in seconds ry School frofinm."
Urnmablished has ter' 3 Thesis, Te; (as State Christian Univ rsity,

1950

H - : - 1 4. 0 3 ° '7 3: ,-
Trav Ric ar 1, Instruction 1‘3 mCulethS 1n “#11:
: ”'HL ~ - n «.11- in mi. , n H -- r:: n
in ul‘d ocuool oi summit 3L; ;trta e bCLntlUS, 9110.
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anounlisne mnsuer's Pies s, isnu JLQLC tL11t_sitj, lQut.
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(-I . b .L .1 I'Jk.’~ .“ J . J K) .-L1L‘LA;J\J .. VI [1341. r ill—A ‘VIL‘ ‘7' .L—oi. A.“ J'- A x" . -.—J.L U K.) \.‘- L'V‘VVJ LO

1. Report of tie Committ
: to he :ivcn by Flint S

2, Annual 3 pcrt, 19h8-19h9, Raiio oepartmcnt of
M1 nt Lhflclic :Mfl1sols.

3. ilint Public Schools Raii o workshop, 19h5-19h7,
oeco mi Semester —- mimGOZraphed schedule.

C'?‘
k.)-

0
.-
i

A. Letter from hr. Grant to all raiio sta ons in

"of—deer 25, 1917.

’13
H
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5. Flint Public Schools Raiio u.’orkshop, 19h7-19h8,
mlmeogrnpied SCM°3¢lC.

-l9h%, Lowell u. Grant, Radio

1

7. Historical heport by hrs. Helen Hfirxy Brown.

iio's Pla3e in Adizcation, Ralio
0110013, 193.19. '

Annual heport of Proqrcss, lQhQ-lQSO, hiss 01a

V 10. -me ort of PIOzress, 1950-1051, Radio Education
Department, ?li nt Public Schools.

, .-‘ ;— »<‘ .‘ ,‘1 ‘ (j
I); l -4..I(1_)Q

Leport of tee JomJittee or 101101es for M9110 programs
. fl .. '- 1 A A - v- ‘3 V ..3
to be i‘rr“"r clint iflleOlS oneT' . . J. 1.

1137‘.

The ain of the Flint ruhlic Schools‘ raiio pro r as shall
he to nronote a better uni reteniin3 of the worn of the Flint
Public Schools on the p9rt of th 9e citize 98 of Flint.

The following policies are to be onserve
ares entin" rai o or03rans over N. F. D. F.

‘0

[—1

a

H-

:5
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.\

l. Raiio prograas are to c
ci9les of eiucetion.

built erourd fundanentu

2. Raiio pro rags are to be fifteen minutes in lenwth. For
5 ecial 9r09rams 9 longer periol may be grantei. In no case
m3? 9 erogrem exceed thirty minutes, excect as requestei by

F. D. EH

3. Each school is to be res onsiele for the develcument ani
proluc tion of its ow: )rogram 9ni For the transeortation< of
the est For rehe reels and actual “roadcesting.

tten, louble— snm ed cooies of the radl9

o he sent to hr. Grant, chairman of raiic
iee Junior Eigh School, three weeks :ricr

s to be presentei on the raiio.

3;. Pour t ewr
scrints are t
committee. W
fso the is? 'it
shall not exceed a total of sixteen

.5. Tie num9er of frograms
EUBP semester for the entire s:hool system unles by special
GIU°9 enrement with H. 9. D. F.

$291133; 29m; ttees:

music--hr. fialter Eloch, chairman

Willett, chairman

a'\) H

. Radio research eni guidence—-dr, Stewart

Policy-~3r. Phil's Vercoe chairman

b)
o

.p

4« Fuhlicity--Hr. Melvin Rund, Chairman

C 'l q_- _ o 'F 1 I
,. trogram—-mrs. Pernice watson, Chairmen

y .3
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F‘.)

December 15, 1‘11 1

1'1" 3'61 "Y' ELI/1 3V 3‘ -"\
LbI;‘~L LL} \ . - " \.

Report of the Counittee on I

cies for naiio 1ro wra us
to he giv n by Flint Sch r

1
=4. ’-0 ~19 -' o

OQO

Dtities

...-_._~

Program committee

The oroorer committee will determine tr Ie sat ject of eac1
scliool Eros 13a ast. Tris cozainittee will worL out the entire
schelnle for each semester en1 assihn the orofiraus to the
various s3hools. Tie nroqram committee will, frrther, have
an extra broaicast re.a1v in case it recoules impossible to
Dut on an” assicnei “rowram. also anr s3hool may refer to
t:1lS cos iiittee Tor help an1 su; nestions in writina radio

8 o: 13, committee will stniy the ainir stration of the
re ore ni qtion ani iss e new "olicies or Cha”fle existing

ls so 1ett rm: ne the aims ani oriectiVe" ari nake

-za
tie Si 'tuation seen 3 to 1ema n1. Tie policy son-
a
one for she functioninno of tie enti re raii o

E1aiio research an1 guidance comnittee

The radio research and :u danc 0e cornmittee will serve as an
e111cational me 111131 for all the ra 110 work. It will he the duty
Of this committee to find what is aiailable in the way of
blishe1 ra1io scripts, radio guidance material, radio
:ceinre, ani all other literature that may be of assistance
oro1ucin¢ qood radio programs. This knowledge Sh0111 *e

:ntlei an1 made available to every school that smonsors a

G

3:12;»

.asse

Periio hroaicast. There are certain professional ethics in
Pehiio which this committee might well explain to all the
s311ools. This committee shOull also keep the committee
lfocm:1e1 as to the various schools of the air, ani the yroyrams
toeat are ax.i_la ole for schools From this source. A putlishEi
bllilletin wouli accomolish this.

.—
!

fiffilicity committee

rThe nu lioit" c0mmitt ee shouli make the oroper contacts to
kfiwap tie iitizers of Flint ani the school hemhershio inforned
ePKMJt all raiio programs oroaicas t by Flint schools. This
can he done throurh newspaoers. parent-teacher listeninn :roups,
school Fulletins, ra1io announcements an1 hy other means as they
“ECOme availahle. ‘

r11" rY'J “ w ‘77 I: NYT," " T f“
JAIN- IL LI) ~,_1flw'v.i_J-D

1e Committee on Policies for Ra

given Pf Flint schools over h.

TD
1. .

iio Erograms
D.

The reouests for music to accompany radio procrans snoull
he referral to the music committee. This committee should
determine whether roouestei music can be made available for
radio procrams. Tnis COmAittee shovli also organize all
musical :rogr ms which ace to be broadcast. The music
committee should have at least one wrogram always reaiy to
use in case of emergency. The music committee should compile
a list of music that can be used without the permission of
A. 3. 3. A. P. Also mrke arrangements with Mr. Grant to clear
any numbers which may be necessary.

Radio Policy COhflitteei

Nelia Togolka
Florence Yancey
Lowell Grant
Fhilip H. Vercoe,
chairman

IHV:dr

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copy Lnittier Junior High School

Flint, hicdigan
Iiiay 1’1, 19h}

Kiss Lerle Merritt, Supervisor

Commercial Department

Administration Puilding

Tlint, dichiéan

Dear Miss herritt:

Next fall, heqinninq Sentember 23, there will Fe a ew
series of sixteen School workshop *rograms over Jiiio Station
'. 2. 3. F. ‘ will he ?1V€“ every

'Thursiay at

We are
nskins that
to out on a

Tues; oroqrams as ‘lannei nvw
:“0 o'clock.

seniinc you a list of the dates availarle and
you reserve one of then if you wish your department
iaiio Program.

 

May we srgaest that you soread your programs retween
Elementary, senior ani Junior High Schools as much as possible.

May we have your selection of a date as early as oossible.
Thank you for the very Fine prOgram given this year.
sincerely,
(Lowell a. Grant)

Lows 11 13 . Gr ant
Raiio Chair

Tear off ani return to hr. Grant at hhittier behool

[‘1 1‘ 'Lp 2.7?“ 7‘-“"T‘.7:“O
n x.’ 1'11 HULL) U!‘».A'.LJ\.)

 

A

C‘p ya \‘r "\
“v -tember 23 L‘uOV-‘sml’JeP LL Uecember ‘7‘

oeirteanber 3? November 11 Decemher 15
“CtOEDer 7 November 18 January 5

‘“3tOE>er 1h Wovemher 25 January 13

\ c a .‘V ,
J tCDfiHsr 21 December 2 January 2?

_Lhe§1e herritt)

——— “dfig—fi .

 

Siqned

 

 

FLINT PU‘LIC SCHOOLS
October 13, lCHB

. 31 w w 1'“ j I ’\ ‘1 I 1“ 3‘ A‘ ,7 = \ ‘A r “ .ILK‘A 'a‘ - N . .
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~—- < - O. _ 0-- ‘ “ fl '- “‘~ .I-fl " m - --

Procram r st attract the listener iuueiiat ly and tien

u
maintain that interc st.
Frosram must be fresh ani contain novelty from week to
Week.

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13
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Dramatic surnrises infuse new

Constcnfihrseek originality.

-2

Dro aicast v rsion should always he smarter than the
vis

gal orogram.

must he a carry-over value in the crogram.

ilemert of timiné is vital.

ciucatior r.nust be aiapted to raiio, not raiio to eiucation.

Lveraye Ame ric can intelliWe ence 1h years.

Style of radio talk is conversational. every effort should
he made to make it scund like an ext unoraan s talk.

Human in

audienv , etc.

Schools neei the advice and leadership of the station.

U)

Parent teacher orWanizations can arranfe listeniny group

.n V

The radio play is the life oi the raiio toicy.
Raiio audiences are th inter estei in drama th t aims to
teach. They prefer a r1ot tn at develops an idea.

one that touches

iPne nlot with the greatest appea 1 is the
number

‘the interests ani the excerierces of the createst
05‘1isteners.

A rcoi script has purpose anl familiarity: purrose to

§ .

jiistifv listeninc, faniliarity to maze it rind true.
riveryhodv is interestel in neople who do things.

should run lonner than three minutes without the
c: of a nev character or a new element in the plot.

 

te rest should he the theme not textooo ks, auditions,

 

-—.———__~i___-.
‘1 . A n..-'

 

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The awrtain line at the eni of the clay is just as
‘ e”t*n-t in ralio as it is in the tre “at r.

Durin? the first few1401ents a listener ie oi as w1<t“’r
he will remain tunei to the statio on.

more tian six characters are confusina to the listener
since he cannot iientify the characters by si ht.

jaiio sponsors claim that it takes about two years to work
up a large followina for a program.

Raiio auiiences are more interestei in :eople than in
ideas.
Don't cnpaasize frills; put emphasis on funiamentals.

Eroqrams for children snould aim to develoc habits of
self- ontrcl,se1f—res;e1t, self-reliance, and self-
CIVIl th-AJ. (7’ Q

orogras shoull always be accurate in historical
1M 1atizations.

..l

'D

The prncram should make a better citizen out of the
youthful listerer.

Every plav should have a mood and an emotional exsarience
to rrescnt. ‘

Every nrogram should attempt to create cooi will and
friends.

Local "rograns shouli have "civic interest.’

fin eluca tional nro ram n been de finei “yr Franklin
Dunham of the N. P. I. as one ”that has for its purpose
the increase of knowleigs, the dLVelopment of skills,
or the widenin‘ of a;pr::iations of the WOPthNflllS
activities of life."

Lowell Grant, 3
dalio Dommittee

 

 

 

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a rosy of the letter that was sent

W.l1i!t ier* J1111ior Hi 11 :yohtxol

LI

('1 1.“. A " '

is age rrOfiram o1rector
- - ~ " T n

gt tion JPJD

r: r‘. ‘ ‘ q. “1‘“ _- .

;,3 sout1 s« inaw

Flint, .1C1i an

Dear Sir:

I

O . : ‘ O _ I . ‘ "v I o ‘ -. ’
troxi iie a111r1strat11e ”eel ner; to screen

L.

'_o oro ra1s a ”raiio committee” for the public

esta’l1saei This has teen necessary, becau se
or so hool oro:ra1s and school time.

3
wt:

The nolioy is as follows: "The respons1bilities of the
raiio comnittee shell be to screen all prooosals from all
raiic stations in which time, effort, ani studen participation
:nieht he involvel. It is the doty of this connittee to
ascent only t 1c_e nroios als which shall be consiiered since-
tionrlly jwstiiianle ani wuieh call for reasonaole limits
01‘ time of the staff ani stuients. It is also the dmty of
tld s committee to see that everv nroirat is impartial a1d

-./

*Kni-nartisan 1n character.”
The JGMC P3 of the committee are as follows:

hr. Lov'll “ ant, Chairmen. U1ittier Junior ii fi1 school
’ r oe Central High school

"I
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a”. . J ill 1
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e c

Early Brown Central M1fin School
k Barring ton Northern Hi 1 school

L‘ .1“ . 4" f K31. C
, ' A 1’ .. ~ ;_' o _” I .\_1 ‘
r. 1ar hear n» .echnical A141 333001

L.

t _ Any trefrssl from any radio St
9 *3“. Grant a1} thence handlei Ft
731L071? 1111317331” is 2-011’31, extensicn 2.

tion sho uld he referrei
e co unittee. hr. Grant's

.) (1‘93

vv

h“ VYe will he slai to work witi ell radio ste tions, Put an,
*‘95C>Sel will 1ave to take a minimum of teachers' tine.

\ V. -
olnoerelt,

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COPV
January 6, lCMB

Radio Department

|
'\

Sleveleni Public schools
Cleveland. Chic

We 8P0 interestei in revisins our aiministrative set-
us as it scolies to raiio in our schools. We know tiat you

have a Very efficient radio department. would you please give

us an outline of the way your school radio xorks aimin7stra-
tively ani how raiio is hsniled in the indiviiual s nools.

Any other BU? estions that you nirht sive LS concerning a
complete raiio plan for Flint would he a oreciatei.

At the oresent time, we have a Raiio Department in each
of our high schools, a relic iirector ani one assistant. he
uio not have a station of our own, but have outlets over four
local stations. How much raiio teacher-time is allouei in
Isiih schools of 2,?39 to 3,507 stuients? How many radio
classes do you have in your high schools of like n'nber of
students? Lny literature you have on your raiio orranization

'would also be appreciatei.

Sincerely,

Lowell A Grant
Director of Raiio
Flint Public schools

leg /nd
sent? to: Toledo

Cleveland *
Portland, 0

Chicago *
Columbus
Philadelphia *

”answers in file

 

 

‘u‘

‘.

T?**‘

APPENDIX B

 

1950-1951 ' THE BOOK Box
LET'S EVALUATE Kdg. & First Grade

School Grade Size of Group

PART I, Reception.

1.

2.

3.

Could the broadcast be heard distinctly
part of the time ? most of the time ? all of the time ?

Do you receive the broadcasts from
central sound system ‘? small portable radio ?
large cabinet radio ? Freed-Eisemann ?

Describe reception difficulties as well as possible.

PART II. Interest and Suitability Factors.

1.

2.

3.

For your class is the maturity level of this series
too elementary ? too adult ? about right ?

.Is the vocabulary of the series
too elementary ? too advanced ? about right ?

130 the stories hold tie interest of most of the group
none of the time__? part of the time__? all of the time__?

His the time given for participation in songs and rhythms
too short ? too long ? about right ?

{lave the stories and activities been timely and well-chosen
none of the time__? part of the time__2 all of the time__?

VYOuld you judge the general appeal of the series to be
low ? average ? high. ?

IIJi. Radio Quality.

Is 'the pace of the programs ‘
1:00 slow ? too rapid ? about right ?

APE? the sound effects appropriately and effectively used
Imart of the tine__? most of the time__? all of the time__?

IS ‘the music within the story appropriately and effectively used
Fuirt of the time__? most of the time__? all of the time__?

In Isolation to the voices, are music and sound
tCDO soft ? too loud ? about right ?

Are 'the speaking voices clear and understandable
pEtpt of the time__? most of the time__? all of the time__?

HaV€> the Story Lady, the Singing Lady, and the Hake Believe Lady
eGinjust radio voices ? or have they become real people___

 

 

 

 

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V
an? IV. Educational Values.
1. Which of the following purposes or objectives does the series
seem to accomplish?
Providing opportunity for teaching good listening habits
Providing release for redirection of emotions
_Vitalizing the subject matter of a unit of study
*Establishing new izterests
Broadening the students interests
Improving discrimination or critical thinking
Teaching Specific skills
Stimulating student activity or investigation
Providing diversion from regular classwork
Providing new information
Supplementing textbooks
Emphasizing information already acquired.
Stimulating creative expression
Motivating discussion and solution of social problems
Creating desirable attitudes -
Building pride in community, state, or national heritage
Creating a desire for serVice to i‘ellowmen
Emphasizing des:lrab&e “arsenal characteristics
Promoting ideals of !)0d citizenship
Keeping faith in demos rati c ideals
Emphasizing spiritual values
Any others (Specify)
2. Uhat criticisms do you have concerning the educational value
of the series?
EmRT V. Teacher Manuals or Lesson Aids. .
1. Are the lesson aids for each program
f little use ? useful ? very helpful ?
2. that suggestions do you have for the improvement of the
manuals?
ihRT VI. Use reverse side of this sheet for adlitional help to
Radio Department.
1. Describe briefly interesting activities growing out of

these broadcasts.

2...Add any comments which will help evaluate the serieso

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-room ?ulletin, dercri: in: the
3, 55““nrin‘ the week of October
\ 3 To to every teaexer.

n the number of manuals for your p
‘ (E-filhl) ani reouest more. - a}

L . (Mi o sin? n w: ssireol_.FL; s

are finishcd, we shall inv te ycu to visit them an
“ :1 our f rtier 01 ns fo school radio serv

unrecessary to call you in for a nesting at

 

-. . —\
seems llS ima.
ge (EOEUlt I per: 7011 --

 

 

to ercouraee zooi proceiures in the use of tie series -—

preparati-n for list i ,,
meanir" ul follow- p activity,
good li stenin3 attit
ureper tuning of re? s,

3ood physical conditions for listening,

Ci“
0

let rs kn:w* of recs otion d
ewe lity, or other snags

0

ti is
improve our service to classro

U)
m
0
H)
d-

to help us evaluate the effectivene he various 3: ries.

 

Cith our ne nfacilities and your cooperation we hope
t.Lle ed cc-tio el raiio service in the Flint Schools rart
the best in the nation.

Cf F”
C“ CD

Your 3ooi help is deeply rep’eciated. '

10-9-52 (Ola Killer)

Please return to Radio Fenartm nt

 

IL

 

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r1. 1.

v-\ _ ."" '1 ‘. _ ’_ ' "Q . ‘ I‘ '_ _ _' I . .
rear nir1,r39rten or Jchb EreLe teecner,

$nout 81>; J°VfiTV S ““0 Poll" crxlih1ifi; fine was Lirst
troaicest iito your clr. s: room. fie first tw* winks we 571
technicel_iLfliitle vfinxii c usefiliihirry, fuzegllliscerirra
ccniitiori. After this res rexeliei we is; other liffieulties.
is I visicei s:rools sed clessroous, I not mfiny very jl;’S~Et
ttechers '.1' 3213 Le tery helpiul S1. estion s. "The story's
too long", one of them toli me. «nother told me ”TL directio‘s
are not Specific eixmrif', "The: re is so much music tnet it
onto res tae dieloxue”, seii enotger teacler. is each one of
the su33estions on: to us, "9 iii the very best we could to
revemr +3ese orocrogs b0 suit 30 r cl ssroow necus.

J

”10

1
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Ox

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or tetteri-r this series. Thether you wr-
- enort eni scriobly, :leese tell us your
llowin3 ouestions:

(7‘ O
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Ho
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(t)
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-3
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c the strients hsve a positive or reeetive feeling toward the

 

ccessful in communieotin: with

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.)

In t thing; s were the least succ ess. ful?
Do you use the visual sii of Mother Goose's Kitchen?
Is it su cessful in adding to the enjoyment of the nroxrem

net 10 v u believe should be ommittei from the series this
next seme. ster

hell VCTY mUCh aMrs-ciate your h
ems to he of the very best serv
girls.

Lei v01;1r

November 25, l;fi2

 

ALGA-L UL]. .LJ’ .L ,’;J

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1'! I" 1" A L: ‘. ‘ I.“ - 1' .
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{tho

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CHARLES STEWAR‘OTT, FOUNDER\7 '
1&3»

MOTT FOUNDATION BOARD
OF TRUSTEES

Mr. Charles Stewart Mott Mr. Roy E. Brownell

President and Treasurer

Mrs. Charles Stewart Mott MF- Ralph E. Gault

Mr. Harding Mott Mrs. Aimee Mott Butler

THE FLINT BOARD OF EDUCATION

George V. Gundry Claude E. Stout
President Member

Harold W. Woughter. M.D. George D. Stevens
Vice President Member

Joseph A. Anderson W. Eldon Garner
Secretary Member

Everett A. Cummings Ernest W. Potter
Treasurer Member

S. S. Stewart, Jr.
Member

Spencer W. Myers J. M. Barrett

Superintendent of Schools Business Mgr.

MOTT FOUNDATION COORDINATING

COMMITTEE
Harold W. Woughter, M.D. Gyles E. Merrill
Chairman
Everett A. Cummings J' E“ Livesay, M°D°
Joseph A. Anderson W. S. Ballenger, Jr.

J. M. Barrett

 

 

-4. 7... .h..- .—

W/zat i5 t/ze Mott
Foundation Program .9

A program in community improvement, co-
operating with the Flint Board of Education,
whereby the Mott Foundation Program acts
as pioneer for the Board of Education in trying
out needed programs and services for which
public funds are not now available.

How it it financed .9

Where does the money come from?

The Flint Board of Education appoints a
Mott Foundation Coordinating Committee,
made up of three members from the Board and
three from the community at large. This com-
mittee considers proposed budgets and plans
for old and new projects. Those which are
recommended are submitted to the Board of
Education for review. When finally approved,
an annual budget request is made to the Mott
Foundation trustees. Upon their authorization,
checks are sent by the Mott Foundation trustees
to the Board of Education.

How are these funds administered?

They are disbursed in the same manner as
all others under the direction of the Board of
Education, although earmarked for the special
projects involved.

W/zat is its purpose .9

¢

The Mott Foundation program is a ‘grass
roots” long range program of community im-
provement. It attempts: (1) to make possible
the maximum utilization of school buildings
and school facilities, as well as other commun-
ity resources—personal, material, and organi-
zational; and (2) to act as a “pilot project” to
try out and to demonstrate to the local Board
of Education and to other communities the
possibilities of what may be accomplished; and
(3) by demonstrating what can be done to

 

stimulate constructive influences not only in
this community, but eventually in other parts
of the state, the nation, and the world.

W/zat is its funda-
mental p/n/osop/z] .3

The Mott Foundation Program is committed
to the philosophy of investing its financial re-
sources not in additional buildings but in the
individual by expanding and improving family,
recreational, and educational services and op-
portunities for the entire community. Through
cooperative effort and a better understanding
of the problems of family and community
living, it is hoped Flint may become an increas-
ingly better place in which to live.

How i5 it organized?

The Mott Foundation Program began in 1935
as a program of after school recreation in five
school buildings. It has expanded only when it
has been demonstrated that new activities were
needed and not otherwise available and could
be administered in an effective and business-
like manner. It is now made up of many divi-
sions in addition to the original one of recreation
and leisure time activities.

W/y/ did #2:) Mott
Foundation trustees
yeleot t/ze Board of
Education as a medium
of operation ?

School houses are strategically located,
geographically, to serve all areas of the com-
munity. The Mott Foundation trustees believe
in investing in services rather than in buildings.

How does it operate .9

The Mott Foundation Program attempts to
“fill in the gaps” in community needs and serv-
ices. Rather than establishing a competing
service, it often assists another agency in
supplementing and rounding out its program.

Sometimes when the Mott Foundation Program

1, ' has conducted an experimental, demonstration

program, another agency then feels it can take

over the service. The Mott Foundation is most

‘- happy when it can thus “work itself out of a

tu’

job.”

W/zat are some of t/ze

present divisions and

services of t/ze program?

A child health program; visiting teacher and
in-service training program; Mott Camp for
boys; the Stepping Stone Program and Hamady
House for mothers and daughters; community
and social recreation; Flint Youth Bureau
(primarily for fatherless boys); interracial
program; adult education and adult recreation
program; tot lots; teen age groups; and the
community school program. (See back cover
for detailed information.)

How many people are

.1 employed .9

Such a program requires enthusiastic, dedi-
cated leaders who like people and want to serve
them. Large numbers of volunteers assist in the
Mott Foundation Program. The number of paid
workers fluctuates considerably according to
the time of year and other variations of

 

programs and needs. In December, 1952, for
example, there were 33 full time paid workers
(including Children’s Health Center and cleri-
cal staff), and 282 others who participated on

an hourly basis.

How are t/zese workers
recruited .9

Since it is a Board of Education program,
using public school facilities, many public
school teachers are employed. However, per-
sonality, experience, and the ability to get
things done in a harmonious and effective
manner are the major criteria. Carefully se-
lected leaders from practically every profession
and interest are represented on the staff. These
include housewives, tailors, psychologists, store
owners, doctors, lawyers, artists, salesmen, fur-
riers, chemists, librarians, ministers, radio
technicians, interior decorators, retired ‘people,
home economists, clerks, stenographers, indus-
trial workers, and the like. A cross section of

almost the whole community is involved.

leat groups are
served .9

The Mott Foundation Program during the 17
years of its existence has touched almost every
home in the city and the outlying area. It serves,
in its various divisions, young and old—from
pre-schoolers to adults of all ages. Participants
likewise represent all the community’s social,
economic and cultural levels. A common hobby,
for example, is a bond which permeates all
mores. Another example is the program of in-
service training in child growth and develop-
ment, which has to date enrolled about half the
teachers in the Flint school system.

 

How and may are
certain projects selected
and not ot/zers .9

Some basic criteria for the selection of pro-
jects include:

—How great is the need in the community
at the present time for this program ?

—Is any other agency prepared to fill this
need satisfactorily?

—Can the interest and support of individuals
and agencies in the community be enlisted
and an effective and businesslike program
be worked out at this time to serve this
need?

—Is the suggested procedure educationally
sound?

What is t/ze community
sc/zool p/zilosop/y/ .9

The Mott Foundation Program assists the
Flint Board of Education in implementing its
community school philosophy. The Board be-
lieves that the schools should be not merely
school houses but community school houses, with
opportunities and facilities offering the best
possible education for both children and adults.
Thus the taxpayer, at very little additional ex-
pense, buys maximum educational benefits. He
gets almost twice the value for his tax dollar—
which is good business and good education.

W/zat groups are
served up a community
sc/Iool .9

A community school serves all ages. It serves
the total community. Thus many community
groups may, without losing their individual
identities, be housed under one roof. Examples
of groups now using one elementary community

 

school are: Flint Community Players, Flint
Badminton Club, Junior College Drama GrOUps,
Children’s Theatre, Men’s Club, Teen Age
Clubs, Girl and Boy Scouts, Women’s Study
Clubs, “Y” groups, Parochial teams, and the
like. Neither teachers, pupils, nor staff say, “my
school.” Instead the whole community says,
“om-school.”

W/zat is Me annual
budget .9

The original budget, in 1935, was $6,000.
Such a program can expand as fast and as far
as leadership, creative imagination, resources,
needs, and community cooperation will permit.
The basic principle is: “Start from where you
are and ‘inch along’ as you are able.” The
1952-53 Mott Foundation Program budget is
just under $400,000.

“lVe don’t lzave a Mr.
Aloft -- w/mt can eve

do .9”

Every community has schools and dozens of
additional resources. In many communities,
more money is wasted than the Mott Founda-
tion spends annually. Sensible business prac-
tices will often reveal surprising possibilities.
Our challenge to any community is: “Take
what you already have and make from it what
you want for your community and its citizens.”

“IV/Jere can 1 get more
in onnation an out the
Aloft Foundation
Program .9 ”

Contact Frank J. Manley, director of the
Mott Foundation Program and Assistant Super-
intendent of Schools, Oak Grove Campus, Flint
3, Michigan. Telephone: 9-7649.

 

 

 

 

 

 

 

 

 

 

 

THE DIVISIONS OF THE MO'I'I' FOUNDATION PROGRAM
in cooperation with the Flint Board of Education

MOTT CAMP each year offers 640 Flint school boys — youngsters of all races.
classes, creeds — a chance to earn a sense of security in the out-of-doors, to learn to
live safely and usefully among themselves, and to share in democratic group and com-
munity living. Lester B. Ehrbright, Director. Phone 2-8l8l.

THE ADULT EDUCATION PROGRAM coordinates and promotes evening

courses for college and high school credit, family living, crafts, cultural opportunities,
business training and special studies for the entire community during the school year.
Myrtle Foster Black, Director. Phone 9-7649.

THE CHILD HEALTH PROGRAM has established close c00peration between

the County Medical and Dental Societies, private and public welfare organizations,
and civic interest groups working with the Mott Children's Health Center. Last year
8,600 school children were ”Health Cuarded"— made free of all correctible medical
and dental defects and immunized against smallpox and diphtheria. Dr. Arthur L. Tuuri,
Director; Cornelia Mulder, Coordinator Phone 2-8l 8l.

THE VISITING TEACHERS, by making home calls and directing in-service

training for teachers, are bringing about a deeper general understanding of childhood
behavior, a kind of understanding which may help in eliminating failing grades, un-
happy home conditions, personal problems, physical defects and deficiencies. as well
as problems brought about by physical handicaps. Walter S. Holmlund, Director.
Phone 2-8l 8].

THE COOPERATIVE COMMUNITY RECREATION PROGRAM has given

everyone an opportunity to take part in all forms of athletics. Summer activities, tot
lots, social recreation, dancing, adult recreation classes, swimming, and many other
activities have been enjoyed by thousands, young and old. Harold D. Bacon, Director.
Phone 9-7640.

THE STEPPING STONE PROGRAM for girls aims to foster a foundation for

future home life through valuable training in homemaking and the ”good graces," as
well as spiritual and moral guidance. Mothers participate in home counselor groups.
Hamady House, a country estate which was given to the Stepping Stone Program by
Michael Hamady. serves as a laboratory for the clubs' out—of—school activities. Elizabeth
Pollock, Director. Phone 2-818l.

THE FLINT YOUTH BUREAU has brought together over 500 "Big Brothers" and

210 service clubs. social agencies and business organizations to help “any boy with
any problem any time." Joseph T. Ryder, Director. Phone 8-l86l.

THE INTERRACIAL PROGRAM may be in part credited for Flint's harmonious

interracial relationships and its growing sense of community improvement. At Fair-
view, Roosevelt, and Parkland Community Schools children and adults participate in
recreational and educational activities throughout the year for the strengthening of
good citizenship. John D. Russell, Director. Phone 2-818l.

THE COMMUNITY SCHOOL PROGRAM. Flint, in its community schools, is

pioneering in educational planning. The Board of Education believes that schools
should be not merely school houses or community centers, but functional community
schools. Therefore it is adapting its existing buildings and designing its new ones for
maximum multi-purpose use by children and adults. Freeman, Pierce and Potter are
excellent examples of new Flint community schools. William F. Minardo, Director,
School-Community Activities. Phone 4-1206.

OAK GROVE CAMPUS—FLINT 3, MICHIGAN

 

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